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Developing Farming Simulation Game to Promote Students' Inquiry Learning Skills--- An Example of Vocational and Technological Students

By 洪榮昭


[[abstract]]We are now all living under a transforming digital age. It changes our pattern of life, and also redefines the way we learn. Digital games become a platform of learning; especially those contain educational information and facts. People can happily learn in a learner-oriented environment. In the mean time, their reasoning as well as critical thinking ability will be inspired during game playing. However, popular games nowadays are most likely targeted to be fun, not producing educational benefits. Therefore, normal game contents are performing in commercial and entertaining way. If we use “Happy Farm” as an example to illustrate this situation, happy farmers do get some positive outcomes from playing, which includes emotional pleasure, roughly agricultural knowledge and so on. Explicit knowledge players can absorb while playing in fact is limit. It’s a pity that the educational content and game playfulness cannot be well balanced. Due to the shortness of Happy Farm we observed, our research is focus on educational content replenishment and explicit knowledge development. Final goal of our research is to give out science, eco-environment, and finance knowledge regarding to industrialization through this “Farming Simulation Game” and to fulfill the true meaning of inquiry-based instruction.

Topics: 問題導向式學習;情境式學習;遊戲式學習, PBL;Web 2.0;Science inquiry learning, [[classification]]52
Publisher: 行政院國家科學委員會
Year: 2013
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