This research utilizes a pre and post-test analytical model to compare an experimental, learner-centered approach to library instruction, supplemented with clickers, to a more traditional pedagogical approach.
After exploring the developed experimental tools, learners could understand the use of computer to configure, control and connect external devices via com port in visual environment.
A longitudinal study with experimental period and learners background is suggest increasing research reliability and validity.
In both groups, related vocabulary was introduced prior to giving multiple choice reading test consisting of ten questions, but in the experimental group the learners were also exposed to metacognitive strategies (Socratic circle and shape shifting) as pre-reading activities.
Some experiments were carried out with two real groups of learners: the experimental and the control group.
Further analysis shows a significant difference in the performance of low spatial ability learners in the experimental and control groups, but no statistically significant difference in the performance of high spatial learners in both groups.
The obtained experimental results showed that these learners were very satisfied and motivated to learn computer architecture using this designed educational game.
The study followed an experimental design by assigning language learners to three groups including two experimental groups and one control group, conducting 8 intervention sessions, and administering a 32-item discourse completion task to assess their knowledge of formulaic sequences.
DGBL resulted in better learning motivation for students in the experimental group as compared to learners receiving TI. (3) Contrary to some suggestions that digital games could inhibit academic achievement, no statistically significant difference was found between the two groups.
However, the attention of language learners in the experimental condition was directed to common word combinations occurring in the texts using 'focus on forms' techniques whereas the attention of language learners in the control condition was given to individual words or grammar patterns.
This experimental study was conducted with adult learners receiving an intensive English language teaching program.
