Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts: Interactive Learning Environments

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15 Citations (Scopus)

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 languageEnglish
Pages (from-to)844-858
Number of pages15
JournalInteractive Learning Environments
Volume24
Issue number4
DOIs
Publication statusPublished - 2016

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