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Methodology - Coggle Diagram
Methodology
Types of Study
Quasi-Experimental
Investigating Individual Affordances
RCT
Correlational
Survey
Qualitative Study
Fe (2016); Connelly (2012)
Empirical
relationship between game / narrative and learning
Design features and development processes
Impact of learner characters on the effectiveness of game based learning
Pre-test
Regulation of emotions Survey
measure the adaptive and social nature of the regulation process
Curriculum Test
Demographic Survey
Achievement Goals Questionnaire
Self-Efficacy for Self-Regulated Learning scale (SESRL)
Science Self-Efficacy scale
Immersion Tendencies Questionnaire
McQuiggan (2008); Mott (2019)
Post-Test Materials
Activity involvement tendency
Activity focus tendency
Video game playing tendency
McQuiggan (2008); Rowe (2011)
Presence Questionnaire
Perceived Interest Questionnaire
Data Collection
Logs
Log of learner interaction within story environment
Log data of students’ chat
Coded
Mott et al (2019)
Rigorous Thinking
(ten sub-codes)
Facilitation
(six sub-codes)
Collaboration
(5-sub codes)
Content
(eight sub-codes)
Mott (2019)
Video & Observations
Barab et al (2010)
Interviews
Field Notes
See Barab et al (2010) for levels of assessment
Test Groups
Narrative Condition
Minimal Narrative Condition
Power-Point Condition
Control Group
McQuiggan (2008)
Sampling
Probability
Non-Probability
Assigned Randomly
Connolly et al (2012)
Group Contract (behavioural)