Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 844-858 |
| Number of pages | 15 |
| Journal | Interactive Learning Environments |
| Volume | 24 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2016 May 18 |
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Keywords
- collaboration
- game-based learning
- multiplayer game
- science learning
- self-explanation
ASJC Scopus subject areas
- Education
- Computer Science Applications
Cite this
Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts. / Hsu, Chung Yuan; Tsai, Chin Chung; Wang, Hung Yuan.
In: Interactive Learning Environments, Vol. 24, No. 4, 18.05.2016, p. 844-858.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts
AU - Hsu, Chung Yuan
AU - Tsai, Chin Chung
AU - Wang, Hung Yuan
PY - 2016/5/18
Y1 - 2016/5/18
N2 - 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.
AB - 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.
KW - collaboration
KW - game-based learning
KW - multiplayer game
KW - science learning
KW - self-explanation
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U2 - 10.1080/10494820.2014.926276
DO - 10.1080/10494820.2014.926276
M3 - Article
AN - SCOPUS:84902714561
VL - 24
SP - 844
EP - 858
JO - Interactive Learning Environments
JF - Interactive Learning Environments
SN - 1049-4820
IS - 4
ER -