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ChatGPT: Revolutionizing student achievement in the electronic magnetism unit for eleventh-grade students in Emirates schools ChatGPT:改变阿联酋学校十一年级学生在电磁单元的成绩
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-01 DOI: 10.30935/cedtech/13417
S. Alneyadi, Yousef Wardat
The study aimed to examine the influence of ChatGPT on the academic performance and learning perception of eleventh-grade students in a United Arab Emirates school in the field of electronic magnetism. The participants were randomly divided into two groups: an experimental group granted access to ChatGPT and a control group without access to ChatGPT. The research spanned four weeks, during which the experimental group was instructed to utilize ChatGPT whenever they required assistance with the course content. The study employed a mixed-methods design, collecting both quantitative and qualitative data to assess the impact of ChatGPT on student learning and perception. Quantitative data was gathered through pre-/post-test surveys, measuring participants’ course achievement and perception of learning with ChatGPT. Qualitative data was collected via open-ended survey questions, allowing participants to provide feedback and suggestions for improvement. The study revealed that ChatGPT had a positive influence on student achievement and perception of learning in the field of electronic magnetism. The experimental group displayed significant enhancements in their scores on the post-test measuring the impact of ChatGPT on student achievement, exhibiting higher mean scores across all subscales compared to the control group. Furthermore, both male and female participants acknowledged ChatGPT as a valuable learning tool, offering suggestions for enhancing its functionality. The study suggests that ChatGPT is an effective tool for enhancing student learning and achievement in specific academic domains. However, further research is needed to explore its generalizability to other contexts and disciplines, as well as to address potential challenges and limitations of ChatGPT use in education.
该研究旨在检验ChatGPT对阿联酋一所学校十一年级学生在电子磁学领域的学习成绩和学习感知的影响。参与者被随机分为两组:一组被授予ChatGPT访问权限的实验组和一组未被授予ChatGPT访问权限的对照组。这项研究历时四周,在此期间,实验组被指示在课程内容需要帮助时使用ChatGPT。该研究采用了混合方法设计,收集了定量和定性数据,以评估ChatGPT对学生学习和感知的影响。通过测试前/测试后调查收集定量数据,测量参与者的课程成绩和对ChatGPT学习的感知。通过开放式调查问题收集定性数据,让参与者提供反馈和改进建议。研究表明,ChatGPT对学生在电磁学领域的学习成绩和感知有积极影响。在测量ChatGPT对学生成绩的影响的测试后,实验组的成绩显著提高,与对照组相比,所有分量表的平均成绩都更高。此外,男性和女性参与者都承认ChatGPT是一种有价值的学习工具,为增强其功能提供了建议。该研究表明,ChatGPT是提高学生在特定学术领域学习和成绩的有效工具。然而,还需要进一步的研究来探索其在其他背景和学科中的可推广性,并解决ChatGPT在教育中使用的潜在挑战和局限性。
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引用次数: 8
Exploring secondary students’ emergency remote teaching and learning experience in science curriculum during the COVID-19 pandemic 探索新冠肺炎疫情期间中学生科学课程应急远程教学体验
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-01 DOI: 10.30935/cedtech/13703
Emily Hope Morrison, Dimitrios Vlachopoulos
Globally, schools were faced with mandatory shutdowns in the wake of the recent COVID-19 outbreak. To avoid disruption in the education process, teachers and students used alternative education strategies and solutions, switching to emergency remote teaching and learning (ERTL). This change was completely unanticipated, and thus can only be perceived as a reactionary measure. The purpose of this basic qualitative study is to explore the experience of secondary students regarding ERTL, as well as their satisfaction with the tools used in the science curriculum. Challenging the assumption that the learning experience during ERTL would be similar in most subject areas, this qualitative study focuses on the aspects of the science curriculum that were complex to offer in an online setting, including experimentation and modelling of phenomena. To achieve this purpose, three focus groups with grade 8 students from an international school were conducted. Most of the participants described ERTL experience as having a predominantly negative affect on their engagement and academic performance, mainly because of their poor home learning environments, the duration of remote teaching, and the distractions that derive from the ongoing use of the Internet. At the same time, the findings revealed that, beyond the accessibility and interactivity appropriate technologies can offer, the use of tools like gamified pop-quizzes, video applications and interactive simulations can enhance the learning experience. The procedure followed for this research is easy to replicate at different contexts and, thus, generate enough data to reimagine science education from the lessons learned during ERTL.
在全球范围内,在最近的新冠肺炎疫情爆发后,学校面临强制停课。为避免教育过程中断,教师和学生采用替代教育战略和解决办法,转向紧急远程教学(ERTL)。这种变化是完全没有预料到的,因此只能被看作是一种反动措施。本研究的目的是探讨中学生在教学教学方面的经验,以及他们对科学课程中使用的工具的满意度。这一定性研究挑战了ERTL期间的学习经验在大多数学科领域都是相似的假设,它侧重于在在线环境中提供复杂的科学课程的各个方面,包括实验和现象建模。为了达到这个目的,我们对来自一所国际学校的八年级学生进行了三个焦点小组的调查。大多数参与者将ERTL的经历描述为对他们的投入和学习成绩有主要的负面影响,主要是因为他们糟糕的家庭学习环境,远程教学的持续时间,以及来自持续使用互联网的分心。与此同时,调查结果显示,除了适当的技术可以提供的可访问性和互动性之外,使用游戏化的突击测验、视频应用程序和交互式模拟等工具可以增强学习体验。这项研究遵循的程序很容易在不同的背景下复制,从而产生足够的数据,以便根据在ERTL中吸取的教训重新构想科学教育。
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引用次数: 0
Undergraduate students’ views about peer mentoring as a tool to enhance computer-supported collaborative learning 大学生对同侪辅导作为加强电脑协同学习工具的看法
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-01 DOI: 10.30935/cedtech/13588
S. Aderibigbe, A. Abdelrahman, Abdalla Falah ELMneizel, Fakir Al Gharaibeh
Computer-supported collaborative learning (CSCL) pedagogies, platforms, and tools are prevalent in higher education due to their pervasive capabilities to enhance students’ engagement, communication, and learning. However, it is reported that CSCL tools, media, and platforms may not yield the desired results if not planned, utilized, and managed strategically. Facilitating students’ learning through CSCL may require a non-hierarchical approach, such as peer mentoring, for sustainably valuable outcomes. Using this approach successfully will also require contextual diagnostic analysis and exploration. This study was, therefore, conducted to explore the means to effectively deploy peer mentoring to enhance CSCL involving 227 undergraduate students in an Emirati university. Data were collected using a questionnaire with quantitative and qualitative elements. Data analyses were done using descriptive statistics and thematic coding. Findings show that students are well-disposed to peer mentoring as a measure for enhancing CSCL regardless of their demographic characteristics, as they could learn from each other and develop transferrable skills. However, students indicated that the process could be challenging with language barriers, technological issues, and distractions. Even so, the findings show that peer mentoring in CSCL could be enhanced with students’ participation in the exercise made voluntary and the availability of different CSCL platforms, among others.
计算机支持的协作学习(CSCL)教学方法、平台和工具在高等教育中普遍存在,因为它们具有增强学生参与、交流和学习的普遍能力。然而,据报道,如果不进行战略规划、利用和管理,CSCL工具、媒体和平台可能无法产生预期的结果。通过CSCL促进学生的学习可能需要一种非分层的方法,例如同伴指导,以获得可持续的有价值的结果。成功地使用这种方法还需要上下文诊断分析和探索。因此,本研究以阿联酋某大学227名本科生为研究对象,探讨如何有效运用同伴辅导来提升中文教学。采用定量和定性调查问卷收集数据。数据分析采用描述性统计和专题编码。研究结果显示,无论学生的人口特征如何,他们都倾向于采用同侪辅导的方式来提升集体语言教学水平,因为他们可以相互学习并发展可转移的技能。然而,学生们表示,这个过程可能会因为语言障碍、技术问题和分心而具有挑战性。尽管如此,研究结果显示,在学生自愿参与的情况下,以及在不同的CSCL平台上,CSCL的同伴辅导可以得到加强。
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引用次数: 0
Technology integration of using digital gameplay for enhancing EFL college students’ behavior intention 运用数字游戏技术整合提高英语大学生行为意向
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-01 DOI: 10.30935/cedtech/13454
R. M. Tawafak, L. H. Al-Obaydi, B. Klimova, M. Pikhart
This abstract presents a research study that investigates the effects of technology integration (TI) through digital gameplay on English as a foreign language (EFL) college students’ behavior intention. The study employs a mixed-methods research design, combining quantitative and qualitative data collection and analysis methods. The quantitative phase involves a pre- and post-test design, measuring the behavior intention of EFL college students before and after engaging in digital gameplay activities. The qualitative phase involves in-depth interviews and focus group discussions to gather students’ perceptions and experiences with using digital gameplay in their language learning process. The findings reveal that TI through digital gameplay positively influences EFL college students’ behavior intention, including their motivation, engagement, and self-efficacy in language learning. The qualitative data provide insights into students’ perceptions of the benefits and challenges of using digital gameplay, highlighting its potential for improving language skills, fostering social interaction, and promoting autonomous learning. The implications of the study suggest that incorporating digital gameplay in EFL college classrooms can be an effective approach to enhance students’ behavior intention and contribute to their language learning outcomes. This study contributes to the existing literature on TI in language education and provides practical recommendations for educators and policymakers to leverage digital gameplay for enhancing EFL college students’ behavior intention.
本摘要提出了一项研究,旨在通过数字游戏来调查技术整合(TI)对英语作为外语(EFL)大学生行为意向的影响。本研究采用了混合方法的研究设计,结合了定量和定性的数据收集和分析方法。定量阶段包括测试前和测试后的设计,测量EFL大学生在参与数字游戏活动前后的行为意向。定性阶段包括深入访谈和焦点小组讨论,以收集学生在语言学习过程中使用数字游戏的看法和经验。研究结果表明,TI通过数字游戏对大学生的行为意向产生了积极影响,包括他们在语言学习中的动机、参与度和自我效能感。定性数据深入了解了学生对使用数字游戏的好处和挑战的看法,突出了其在提高语言技能、促进社交互动和促进自主学习方面的潜力。该研究的启示表明,将数字游戏融入大学英语课堂是提高学生行为意向和促进语言学习成果的有效方法。这项研究为现有的语言教育中的TI文献做出了贡献,并为教育工作者和政策制定者利用数字游戏来提高EFL大学生的行为意向提供了切实可行的建议。
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引用次数: 1
Professionalism in the classroom: How online learning influences English language instructors 课堂上的专业精神:网络学习如何影响英语教师
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-01 DOI: 10.30935/cedtech/13741
Mohammed AbdAlgane
Due to the quick effects of the COVID-19 pandemic on the educational system, English instructors were required to retrain and build a new normal in order to prepare for an online classroom while still keeping their teaching style and professional identity. The study’s overarching goal was to look at how English teachers’ developing senses of who they are as professionals have affected their views on remote learning. 135 Middle Eastern English as a foreign language (EFL) teachers were surveyed for the research. Responses to a questionnaire based on the teacher professional identity scale and semi-structured interviews with 13 participants provided the data for this analysis. Content analysis was used to categorize the codes representing the qualitative information gleaned from the semi-structured interviews. It seems that many EFL teachers were unprepared for the pedagogical and technical problems they faced while teaching English to foreign students online, and this has had a profoundly destructive impact on the instructors’ professional identities as they migrate away from teaching in-person. The findings revealed that the participants’ long-term engagement with Edu-Tech during and after their formal education significantly influenced their perception of themselves as professionals. Possible avenues for further research include action research, increasing faculty and staff awareness, and continuous professional development.
由于新冠肺炎疫情对教育系统的快速影响,英语教师需要重新培训并建立新常态,以便在保持教学风格和职业身份的同时,为在线课堂做准备。这项研究的首要目标是研究英语教师对自己作为专业人士的认识如何影响他们对远程学习的看法。本研究对135名中东地区的英语教师进行了调查。基于教师专业认同量表的问卷和对13名参与者的半结构化访谈为本分析提供了数据。使用内容分析对代表从半结构化访谈中收集的定性信息的代码进行分类。许多英语教师似乎对他们在网上向外国学生教授英语时面临的教学和技术问题没有做好准备,这对教师的职业身份产生了深刻的破坏性影响,因为他们远离了面对面的教学。研究结果显示,参与者在接受正规教育期间和之后与教育科技的长期接触显著影响了他们对自己作为专业人士的看法。进一步研究的可能途径包括行动研究,提高教职员工的意识,以及持续的专业发展。
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引用次数: 0
Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications 高等教育复杂思维发展的技术干预趋势与研究成果:科学文献综述
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-01 DOI: 10.30935/cedtech/13416
Azeneth Patiño, M. Ramírez-Montoya, Gerardo Ibarra-Vázquez
Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies.
复杂思维是21世纪大学生所需要的能力,因此在训练他们复杂推理技能时,必须仔细考虑基于技术的教学和学习策略。本研究旨在探讨科技支持下的教学策略在提高大学生复杂思维能力方面的应用。本综述根据PRISMA(系统评价和荟萃分析的首选报告项目)指南报告结果。该搜索策略于2022年6月在Scopus和Web of Science数据库中执行。在2018年至2022年期间最初确定的151条记录中,根据纳入和排除标准,32篇论文被纳入最终综合。研究结果表明:(1)基于技术的复杂思维发展策略基于主动学习方法,包括基于问题的学习、基于案例的学习、基于协作和讨论的学习、基于项目的学习、基于评估和反馈的活动以及思维导图技术;(2)大多数记录的策略都是在混合环境中实施的;(3)通常用于促进高阶思维技能的传统教学材料,如阅读作业、视频和引出/反思性问题,在通过技术传递时仍然有效地培养复杂思维;(4)目前针对融合新兴技术的复杂思维开发软件的定制化技术开发较少。需要进一步的研究来记录使用教育4.0技术交互式地训练学生复杂思维技能的干预措施。
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引用次数: 0
Design of a location-based augmented reality game for the development of key 21st century competences in primary education 设计一款基于位置的增强现实游戏,以培养21世纪小学教育的关键能力
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-01 DOI: 10.30935/cedtech/13221
Filippos N. Tzortzoglou, Panagiotis Kosmas, Lucy Avraamidou
The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of “EcoAegean”, an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students’ key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students’ development of key 21st century competences.
在过去的十年里,增强现实游戏在教育中的使用越来越受到课程开发人员、教师和研究人员的关注。研究结果表明,ARG可以促进有意义的学习环境,培养21世纪的关键能力。本文介绍了“EcoAegean”的设计过程,这是一种针对移动设备的ARG,在小学课堂环境中实施,以支持学生在可持续发展的背景下的关键能力发展。该游戏是使用开放的增强现实软件平台创建的,其设计基于在教育背景下使用此类游戏的当代理论基础。在论文的第一部分,我们描述了学习场景的设计过程以及游戏本身。在论文的最后一部分,我们提供了一系列关于移动增强现实游戏设计和实现的关键见解,以支持学生发展21世纪的关键能力。
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引用次数: 0
Plickers to support similarities learning: An experience on 7th grade Portuguese basic education Plickers支持相似性学习:七年级葡萄牙语基础教育的经验
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-01 DOI: 10.30935/cedtech/13276
Paula Sofia Nunes, P. Catarino, Paulo Martins, M. Nascimento
There are several educational software (ES) used in the classroom environment for the teaching and learning of geometric contents that are part of the Portuguese basic education mathematics program. There are studies that show that the use of this type of artifact has a fundamental role in the behavior of students, raising, among other aspects, a greater motivation for learning mathematics. The aim of this work is to explore and describe implications for the behavior and learning of students in the 7th grade of Portuguese basic education, in face of a pedagogical practice that involves carrying out tasks using ES Plickers, in the theme similarities of the domain geometry and measurement, throughout intervention carried out. The adopted methodology presents characteristics of a quasi-experimental study. The participants were 61 students from three classes of a school in the north of Portugal, followed during eight consecutive classes. A set of tasks using Plickers, tests and a questionnaire survey were used as instruments for data collection. The results point to positive increments, at a behavioral level, as well as in the evolution of learning, in view of the use of this methodology in the classroom.
有几个教育软件(ES)在课堂环境中用于教学和学习几何内容,这是葡萄牙基础教育数学课程的一部分。有研究表明,这种人工制品的使用在学生的行为中起着根本性的作用,在其他方面,提高了学习数学的更大动机。这项工作的目的是探索和描述对葡萄牙基础教育七年级学生的行为和学习的影响,面对涉及使用ES Plickers执行任务的教学实践,在领域几何和测量的主题相似性中,在整个干预过程中进行。所采用的方法具有准实验研究的特点。参与者是来自葡萄牙北部一所学校三个班级的61名学生,他们被连续跟踪了八个班级。使用Plickers,测试和问卷调查的一组任务被用作数据收集的工具。鉴于在课堂上使用这种方法,结果表明在行为层面以及在学习的演变方面都有积极的增量。
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引用次数: 0
The influence of cognitive training using mobile applications on attentional control and impulsivity among pre-service teachers 移动应用认知训练对职前教师注意控制和冲动的影响
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-01 DOI: 10.30935/cedtech/13334
Mohamed Atef El-Badramany, M. E. Khalifa, Dina Samir Mekky, Noha Mohamed Soliman
The purpose of this study was to investigate the influence of cognitive training (CT) using mobile applications on attentional control and impulsivity among pre-service teachers. Pre-service teachers were divided into two groups: experimental (n=25) and control (n=14) groups, they were selected from a large sample (n=718). Over 28 sessions, the training group engaged in CT tasks (the tower of Hanoi [TOH] and simple reaction time [SRT]), whereas the control group did not participate in training sessions or understand the main goal of the study. In the criterion tasks (matching familiar figures and numerical Stroop), all participants were pre- and post-tested. CT using mobile applications helps us see how the trained group’s attentional control and impulsivity had influenced. we also observed the progress of trained group as measured by number of moves or time for TOH, and reaction time (RT) for SRT. Other effects were observed in comparison to a control group that underwent no training. There were changes in impulsivity in post-test in favor of training group according to number of moves, and time component of matching familiar figures test. Corresponding to attentional control, the finding indicated that there were changes in (number and size) RT component in post-test in favor of training group.
本研究的目的是调查使用移动应用程序的认知训练(CT)对职前教师注意力控制和冲动的影响。职前教师被分为两组:实验组(n=25)和对照组(n=14),他们是从大样本中选出的(n=718)。在28次训练中,训练组参与了CT任务(河内塔[TOH]和简单反应时间[SRT]),而对照组没有参加训练或了解研究的主要目标。在标准任务(匹配熟悉的数字和数字Stroop)中,所有参与者都进行了前后测试。CT使用移动应用程序帮助我们了解受过训练的群体的注意力控制和冲动是如何影响的。我们还观察了训练组的进展,通过TOH的移动次数或时间以及SRT的反应时间(RT)来衡量。与未接受训练的对照组相比,观察到了其他效果。根据动作次数和熟悉图形匹配测试的时间成分,后测的冲动性有利于训练组。与注意控制相对应的是,研究结果表明,测试后的RT成分(数量和大小)发生了有利于训练组的变化。
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引用次数: 0
Exploring the impact of gamification on skill development in special education: A systematic review 探索游戏化对特殊教育技能发展的影响:系统综述
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-01 DOI: 10.30935/cedtech/13335
Elhampour Hussein, Ashraf Kan’an, A. Rasheed, Yousef Alrashed, M. Jdaitawi, Ahmed Abas, Sherin Mabrouk, Mona Abdelmoneim
Special education settings have experienced technological innovation that have advanced the development of various skills. Gamification is increasingly used to enhance the skills of individuals with special needs. There have been some studies and limited systematic reviews of gamification in general and special needs settings in particular, however, gamification design applied to special needs lacks a comprehensive systematic review. This article conducts a Literature review of gamification in special needs settings to investigate the effect of gamification in special needs as well as to identify gamification domains, groups and trends for individuals with special needs. Valuable data has been highlighted concerning the technology techniques used in enhancing the skills of individuals with a disability. However, further studies are still needed to examine areas, where research is lacking in the gamification field. The preferred reporting items for literature reviews and meta-analysis PRISMA standard was adopted for inclusion and exclusion criteria’ in this study such as including, eligibility, screening, dentification, and inclusion and exclusion steps. The results revealed that gamification design facilitates the development of various skills among individuals with special needs. Additionally, gamification design was mostly used to enhance the learning skills of individuals with a disability.
特殊教育环境经历了技术创新,促进了各种技能的发展。游戏化越来越多地被用于提高有特殊需求的个人的技能。在一般情况下,特别是在特殊需求环境下,对游戏化进行了一些研究和有限的系统综述,然而,应用于特殊需求的游戏化设计缺乏全面的系统综述。本文对特殊需求环境中的游戏化进行了文献综述,以调查游戏化在特殊需求中的影响,并确定有特殊需求的个人的游戏化领域、群体和趋势。关于用于提高残疾人技能的技术,已经强调了有价值的数据。然而,仍需要进一步的研究来检查游戏化领域缺乏研究的领域。在本研究中,纳入和排除标准采用了文献综述和荟萃分析的首选报告项目PRISMA标准,如纳入、资格、筛选、鉴定以及纳入和排除步骤。结果表明,游戏化设计有助于有特殊需求的个人发展各种技能。此外,游戏化设计主要用于提高残疾人的学习技能。
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引用次数: 1
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Contemporary Educational Technology
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