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

Chung Yuan Hsu, Chin Chung Tsai, Hung Yuan Wang

研究成果: 雜誌貢獻文章

8 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)844-858
頁數15
期刊Interactive Learning Environments
24
發行號4
DOIs
出版狀態已發佈 - 2016 五月 18

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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