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Geography Map Knowledge Acquisition by Solving a Jigsaw Map Compared to Self-Study: Investigating Game Based Learning

Geography Map Knowledge Acquisition by Solving a Jigsaw Map Compared to Self-Study: Investigating Game Based Learning

Srishti Dang, Arunima Ved, Kavita Vemuri
Copyright: © 2018 |Volume: 8 |Issue: 2 |Pages: 10
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781522545842|DOI: 10.4018/IJGBL.2018040107
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MLA

Dang, Srishti, et al. "Geography Map Knowledge Acquisition by Solving a Jigsaw Map Compared to Self-Study: Investigating Game Based Learning." IJGBL vol.8, no.2 2018: pp.80-89. http://doi.org/10.4018/IJGBL.2018040107

APA

Dang, S., Ved, A., & Vemuri, K. (2018). Geography Map Knowledge Acquisition by Solving a Jigsaw Map Compared to Self-Study: Investigating Game Based Learning. International Journal of Game-Based Learning (IJGBL), 8(2), 80-89. http://doi.org/10.4018/IJGBL.2018040107

Chicago

Dang, Srishti, Arunima Ved, and Kavita Vemuri. "Geography Map Knowledge Acquisition by Solving a Jigsaw Map Compared to Self-Study: Investigating Game Based Learning," International Journal of Game-Based Learning (IJGBL) 8, no.2: 80-89. http://doi.org/10.4018/IJGBL.2018040107

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Abstract

Efficacy of games as learning medium is of interest to researchers and the gaming industry. A critical metric for learning is knowledge retention and very few studies have conducted in-depth comparisons of: a) game versus no-game learning, b) collaborative versus individual learning. Towards this, the study reported in this article will present the findings from an experiment using Asia and world maps, cut into pieces as in a jigsaw puzzle. The participants were primary school children who were randomly assigned to the puzzle and no-puzzle group. To understand the role of collaborative interactions in learning, each group was further divided into two subgroups. Each subgroup either solved the puzzle or studied the full map (no-puzzle) individually or collaboratively. Three post-tests were conducted over a period of 10 days. The mean scores and Mann Whitney test shows: a) In the no-puzzle condition, no difference in the average scores of the individual and collaborative groups for both maps was observed, b) In the puzzle condition, the collaborative group score was slightly more than that of the individual group for Asia map, while the difference was significant for the continent map, and c) Puzzle and no-puzzle individual group scores were comparative for Asia map but the continent map groups showed a major difference. The findings are mixed with collaborative puzzle solving showing higher retention while puzzle solving does not show significant effect on learning and retention.

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