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ERIC Number: EJ1450579
Record Type: Journal
Publication Date: 2024-Nov
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
The Effects of Students' Self-Efficacy, Self-Regulated Learning Strategy, Perceived and Actual Learning Effectiveness: A Digital Game-Based Learning System
Ying-Lien Lin; Wei-Tsong Wang; Min-Ju Hsieh
Education and Information Technologies, v29 n16 p22213-22245 2024
Self-regulated learning (SRL) strategies have been identified as a valuable component of digital game-based learning system (GBLS) activities. However, few studies have focused on the effects of information feedback on self-efficacy, SRL strategies, and perceived and actual learning effectiveness. Social cognitive and SRL theories describe the learning process of monitoring, controlling, and evaluating individual behavior and the corresponding environment. Insufficient information feedback hinders learning using GBLS and results in weak perceived and actual learning effectiveness. Some researchers have investigated the information feedback intervention mechanism and its significance. The partial least square method was used to investigate a convenience sample of 240 undergraduate students to test the proposed hypotheses. The research results indicated that information feedback significantly affects self-efficacy, SRL strategy, and perceived and actual learning effectiveness. Surprisingly, the SRL strategy does not significantly affect actual learning effectiveness. The theoretical and practical implications of this study are discussed.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A