Investigating the Impact of Integrating Self-explanation into an Educational Game: A Pilot Study

Chung-Yuan Hsu; Chin-Chung Tsai; Maiga Chang; Wu-Yuin Hwang; Ming-Puu Chen; Wolfgang Müller

Investigating the Impact of Integrating Self-explanation into an Educational Game: A Pilot Study

Chung-Yuan Hsu, Chin-Chung Tsai, Maiga Chang (Editor), Wu-Yuin Hwang (Editor), Ming-Puu Chen (Editor), Wolfgang Müller (Editor)

Research output: Contribution to conference › Paper › peer-review

5 Citations (Scopus)

Abstract

The purpose of this study was to examine the effect of integrating self-explanation principles [2] into a digital game-based environment on the students’ acquisition of light and shadow concepts. 35 third graders were recruited and randomly assigned to either an experimental group or a control group. 16 students in the experimental group were required to play a game with self-explanation prompts, where 19 students in the control group played a game without any prompts. Students’ conceptual understanding was evaluated through a pretest, and a posttest that occurred right after the treatment. The results revealed that in terms of the posttest, students who played the game with self-explanation features did not outperform those who played the game without any prompt. But, when comparing their improvement from the pretest, it was merely the students in the experimental group whose posttest scores were significantly higher than their pretest scores.

Original language	English
Pages	250-254
Number of pages	5
Publication status	Published - 2011

Cite this

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title = "Investigating the Impact of Integrating Self-explanation into an Educational Game: A Pilot Study",

abstract = "The purpose of this study was to examine the effect of integrating self-explanation principles [2] into a digital game-based environment on the students{\textquoteright} acquisition of light and shadow concepts. 35 third graders were recruited and randomly assigned to either an experimental group or a control group. 16 students in the experimental group were required to play a game with self-explanation prompts, where 19 students in the control group played a game without any prompts. Students{\textquoteright} conceptual understanding was evaluated through a pretest, and a posttest that occurred right after the treatment. The results revealed that in terms of the posttest, students who played the game with self-explanation features did not outperform those who played the game without any prompt. But, when comparing their improvement from the pretest, it was merely the students in the experimental group whose posttest scores were significantly higher than their pretest scores.",

author = "Chung-Yuan Hsu and Chin-Chung Tsai and Maiga Chang and Wu-Yuin Hwang and Ming-Puu Chen and Wolfgang M{\"u}ller",

year = "2011",

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T1 - Investigating the Impact of Integrating Self-explanation into an Educational Game: A Pilot Study

AU - Hsu, Chung-Yuan

AU - Tsai, Chin-Chung

A2 - Chang, Maiga

A2 - Hwang, Wu-Yuin

A2 - Chen, Ming-Puu

A2 - Müller, Wolfgang

PY - 2011

Y1 - 2011

N2 - The purpose of this study was to examine the effect of integrating self-explanation principles [2] into a digital game-based environment on the students’ acquisition of light and shadow concepts. 35 third graders were recruited and randomly assigned to either an experimental group or a control group. 16 students in the experimental group were required to play a game with self-explanation prompts, where 19 students in the control group played a game without any prompts. Students’ conceptual understanding was evaluated through a pretest, and a posttest that occurred right after the treatment. The results revealed that in terms of the posttest, students who played the game with self-explanation features did not outperform those who played the game without any prompt. But, when comparing their improvement from the pretest, it was merely the students in the experimental group whose posttest scores were significantly higher than their pretest scores.

AB - The purpose of this study was to examine the effect of integrating self-explanation principles [2] into a digital game-based environment on the students’ acquisition of light and shadow concepts. 35 third graders were recruited and randomly assigned to either an experimental group or a control group. 16 students in the experimental group were required to play a game with self-explanation prompts, where 19 students in the control group played a game without any prompts. Students’ conceptual understanding was evaluated through a pretest, and a posttest that occurred right after the treatment. The results revealed that in terms of the posttest, students who played the game with self-explanation features did not outperform those who played the game without any prompt. But, when comparing their improvement from the pretest, it was merely the students in the experimental group whose posttest scores were significantly higher than their pretest scores.

M3 - Paper

SP - 250

EP - 254

ER -