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Background: Performance goal orientations are influential motivational factors for predicting learning performance. However, a lack of attention has been paid to investigating the effects of performance goal orientations on learning performance and in-game performance in the context of digital game-based learning. Objectives: This study implemented a game-based English vocabulary learning system and investigated how performance goal orientations affected learners' learning performance and in-game performance. Methods: A total of 59 non-English major university students participated in this study, divided into performance-approach learners (PAPL) and performance-avoidance learners (PAVL) based on their performance goal orientations. The English vocabulary listening test and log data were collected for conducting quantitative analyses. Results and conclusions: The results showed that the PAPL outperformed the PAVL in learning performance, whereas the two groups demonstrated similar gain scores and overall in-game performance. Moreover, the results showed that the PAVL's learning performance was strongly associated with all aspects of in-game performance in the learning activities. Conversely, the PAPL's learning performance was only associated with two aspects of in-game performance in the competition activities. Implications: The findings of this study suggest that performance goal orientations play significant roles in both learning performance and in-game performance, which could benefit the PAVL's in-game performance, which is a substantial factor in promoting their learning performance via DGBL.

This study reviewed the published papers on the flipped classroom in nursing education from 2010 to 2017, and tabulated the collected data from various aspects: "before-class stage/ in-class stage/ after-class stage learning strategies," "application domains," "research issues," "participants," "research methods," and "nationalities" based on a theoretical framework. It was found that basic level of flipped classroom mode was frequently used in nurse education; that is, guiding students to watch instructional videos before class, and conducted discussion or practicing in the class. On the other hand, several effective strategies, such as Mindtools and game-based learning, were seldom adopted; in addition, several important educational issues, such as learning behavior, were not investigated in flipped nursing education research. It was also found that most of the studies did not design after-class activities to engage students in organizing and applying what they had learned from multiple units in a project-based task. Accordingly, several suggestions for future studies are proposed.

This prospective longitudinal study assessed the effects of the course management system, EDU3, on the effectiveness of the dissemination of holistic health care and evidence-based medicine (EBM) courses. Between January 2014 and December 2021, delinked data (n = 354,229) from EDU3 were analyzed. In addition to analyzing the main educational team or seed teachers responsible for opening the courses, yearly changing trends in the number and teaching styles of courses, main participants, and the diversity of teaching activities were evaluated. EDU3 precisely announced the courses opened by non-doctor major departments, including departments of medical education, nursing, and medical research, for non-doctor medical personnel. Meanwhile, the system smoothly announced doctor major departments which opened courses for doctors. A 2 times/4.5 times parallel increase in holistic health care/EBM courses from institution to department and the yearly increasing trends in the number of these courses indicated the success of this system. This study revealed that centralized training of seed teachers motivated them to open diverse department-oriented teaching activities for holistic health care and EBM. The parallel increasing trends of the number of courses opened by the institution and departments indicated the effective dissemination of holistic health care and EBM from institution to department. [ABSTRACT FROM AUTHOR]

AbstractDespite a growing body of literature on performance goals and learning, limited studies have explored their influence on English translation education within the context of Digital Game-Based Learning (DGBL). To address this gap, this study developed a DGBL system to assist students in learning English translation techniques, and compared the effects of students’ different performance goal orientations (performance-approach versus performance-avoidance goals) on their learning performance, in-game performance, self-efficacy, fear of failure, and learning perceptions. The participants were 56 university students, who were divided into a performance-approach group (PAPG) and a performance-avoidance group (PAVG). The study used quantitative analysis with data from English translation technique tests, log data from gaming sessions, and three questionnaires. It was found that the PAPG exhibited significant improvements in relatively difficult translation techniques (i.e., conversion), while the PAVG showed notable improvements in relatively simple translation techniques (i.e., polysemy). Furthermore, the PAPG outperformed the PAVG in in-game performance related to polysemy. This study enhances our understanding of the impact of performance goal orientations on both learning and in-game performance in English translation education, particularly within the context of DGBL. [ABSTRACT FROM AUTHOR]