Exploring the Effects of Integrating Self-Explanation into a Multi-User Game on the Acquisition of Scientific Concepts
Interactive Learning Environments Volume 24, Number 4, ISSN 1049-4820
The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design for supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with self-explanation, or the control condition of a single-user game without integrating self-explanation. Students' conceptual understanding was measured through an immediate posttest and a retention test with a three-week delay. Further, students' engagement in answering the prompts was also investigated. The findings showed that having students collaboratively play science-based games with a self-explanation design embedded was not sufficient to help them learn the science concepts. Rather, it was the level of engagement in responding to the self-explanation prompts that mattered.
Hsu, C.Y., Tsai, C.C. & Wang, H.Y. (2016). Exploring the Effects of Integrating Self-Explanation into a Multi-User Game on the Acquisition of Scientific Concepts. Interactive Learning Environments, 24(4), 844-858.
Cited ByView References & Citations Map
The role of elementary school students’ scientific epistemic beliefs in a digital game-based learning environment
Ying-Ju Chiu, National Taiwan University of Science and Technology, Taiwan; Chung-Yuan Hsu, National Pingtung University of Science and Technology, Taiwan; Jyh-Chong Liang, Tzung-Jin Lin & Chin-Chung Tsai, National Taiwan Normal University, Taiwan
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1138–1142
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