Abstract:

The interesting features of games have their shortcomings, but if education ignores its advantages, education will lose an important teaching tool. In teaching, feedback is considered a very important factor, but it is often ignored when designing digital learning materials. Therefore, this research explored the relationship between the interaction strategies of digital game-based learning and learning effectiveness. This research was designed through the production of story-based role-playing digital games, with combustion as the main learning content, and three branches of survival in the wild, fire protection and chemical knowledge, in terms of feedback design, the five feedback mechanisms. In this research, 200 elementary school students from Taiwan were recruited, including 99 males and 101 females. The students were divided into the same group for within-subjects design. Through the pre-test and post-test to analyze the learning effectiveness of students after experiencing different interaction strategies. This research pointed out that learners had better learning effectiveness when they experienced interaction strategies with loops, and the complexity of interaction strategies has no significant impact on learning effectiveness. In addition, under the condition of no loop and detailed interaction strategies, comparing whether to make different interaction strategies content based on student response, it was found that interaction strategies design based on student response is significantly more effective than interaction strategies not based on student response. RPG games involve a lot of text, it might be the reason why there is no significant difference in the complexity of interaction strategies in the design of RPG games. However, if the feedback has a loop design or different interaction strategies content based on student responses, the learner’s learning effectiveness will be improved.

Keywords:

Digital game-based learning, Interaction strategies, Combustion.