Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes
ARTICLE
Hiller A. Spires, Jonathan P. Rowe, Bradford W. Mott, James C. Lester
Journal of Educational Computing Research Volume 44, Number 4, ISSN 0735-6331
Abstract
Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from gameplay interactions that required solving a science mystery based on microbiology content. Student trace data results indicated that effective exploration and navigation of the hypothesis space within a science problem-solving task was predictive of student science content learning and in-game performance. Students who selected a higher proportion of appropriate hypotheses demonstrated greater learning gains and completed more in-game goals. Students providing correct explanations for hypothesis selection completed more in-game goals; however, providing the correct explanation for hypothesis selection did not account for greater learning gains. From the analysis, we concluded that hypothesis testing strategies play a central role in game-based learning environments that involve problem-solving tasks, thereby demonstrating strong connections to science content learning and in-game performance. (Contains 2 tables and 2 figures.)
Citation
Spires, H.A., Rowe, J.P., Mott, B.W. & Lester, J.C. (2011). Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes. Journal of Educational Computing Research, 44(4), 453-472. Retrieved March 19, 2024 from https://www.learntechlib.org/p/51209/.
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Keywords
- Achievement Gains
- Discovery Processes
- educational games
- educational technology
- Educational Theories
- game theory
- Grade 8
- Hypothesis Testing
- Learning Activities
- learning strategies
- Microbiology
- Multiple Choice Tests
- PERFORMANCE BASED ASSESSMENT
- Problem Sets
- problem solving
- Science Process Skills
- video games
Cited By
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Pi-Fang Hsu, Department of Communications Management, Shih Hsin University, Taipei, Taiwan; Chia-Wen Tsai, Department of Information Management, Ming Chuan University, Taipei, Taiwan; Hsueh-Ju Tseng, Hsing Wu University, Taipei, Taiwan
International Journal of Information and Communication Technology Education Vol. 9, No. 2 (April 2013) pp. 39–51
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Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment
Meixun Zheng, The Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, United States; Hiller Spires, Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, United States
International Journal of Virtual and Personal Learning Environments Vol. 5, No. 2 (April 2014) pp. 69–86
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Mining Knowledge with Game Based Learning: Building Knowledge Through Connected Learning with the use of Minecraft in the Classroom
Jami Roberts-Woychesin, Arts & Technology Institute, United States; Yulia Piller, Arts & Technology Institue, United States
Global Learn 2015 (April 2015) pp. 418–425
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Enhancing 5th Graders’ Science Content Knowledge and Self-Efficacy Through Game-Based Learning
Angela Meluso, Meixun Zheng, Hiller Spires & James Lester, North Carolina State University, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3799–3806
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