3. 1 MENGENALPASTI MASALAH/ FOKUS YANG DIMINATI 2 MENGUMPUL DATA 3 MENGANALISIS DATA/ MEMBENTUK HIPOTESIS 4 MERANCANG PELAN TINDAKAN 5 MELAKSANAKAN PELAN TINDAKAN 6 MENGUMPUL DATA UNTUK MENGESAHKAN PERUBAHAN 7 MENGANALISIS DAN MENILAI 8 PUTARAN SETERUSNYA
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10. by : JUI-MEI YIEN CHUN-MING HUNG GWO-JEN HWANG YUEH-CHIAO LIN
21. Learning achievements between two groups were significantly different (F=4.17, p=.0.5, p<0.05). The adjusted mean of the experimental group was 89.28 whereas that of the control group was 86.05. Foods and Drinks There were no signification differences in genders. Learning Achievements between Genders
22. Survey are conducted in 4 parts- survey of teaching viewpoints on computers game-based learning, influences of computer games on attitudes towards nutrition, influences of computer games on food and drink habits and viewpoints on computer game-based learning. Feedback on the Game-based Learning Approach
23. It is found that the learning achievements of the experimental group was significantly higher than that of the control group, showing that the computer game-based instruction can effectively promote students’ nutrition knowledge. Learning Achievements The score of the experimental group was higher than the control group, but there were n significant differences between the two. Computer game- based instruction was not shown to enhance the nutrition attitudes of the students any more than the multimedia Power Point instruction. Learning Attitudes
24. The learning achievement of the experimental group was better than that of the control group, showing that computer game- based instruction can efficiently enhance students food and drinks habits. Foods and Drinks It is found that there is no significant differences between genders in terms of the three aspects, implying that the game based learning approach is helpful to both genders in improving their learning achievements and learning attitudes. Learning Achievements between Genders
