<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yen-Ling Lin</style></author><author><style face="normal" font="default" size="100%">Shu Wen Huang</style></author><author><style face="normal" font="default" size="100%">Cheng-Chieh Chang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACTS OF A MARINE SCIENCE BOARD GAME ON MOTIVATION, INTEREST, AND ACHIEVEMENT IN MARINE SCIENCE LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">board game teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">learning interest</style></keyword><keyword><style  face="normal" font="default" size="100%">learning motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">marine education</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1576226192.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research sought to explore how teaching utilizing a marine science-related board game affected students’ motivation, interest, and achievement in marine science learning at the high school level. The research utilized an experimental design with pre-test and post-test measurements and a classroom setting, and included an experimental group containing 25 students and a control group  containing 26 students. The experiment was carried out over the course of 12 lessons, with various questionnaires, including a marine science learning motivation (MSLM) inventory, a marine science learning interest (MSLI) inventory, and a marine science learning achievement (MSLA) inventory, being used as the measurement instruments. The research analysed the students’ scores on these inventories using one-way analysis of ANCOVA. The main results of this research were as follows: 1) with regard to the MSLM inventory, the ‘relevance’, ‘confidence’, and ‘total score’ were significantly different between the two groups; 2) with regard to the MSLI inventory, the ‘cognitions regarding marine science’ were significantly different between the two groups; and 3) with regard to the MSLA, all of the dimensions including ‘memory’, ‘understanding’, ‘high-level thinking’, and ‘total score’ were significantly different between the two groups. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">907-923</style></section></record></records></xml>