Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning

Autor/inn/en	Killingsworth, Stephen S.; Clark, Douglas B.; Adams, Deanne M.
Titel	Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 3 (2015) 3, S.162-186 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Teaching Methods; Educational Games; Technology Uses in Education; Feedback (Response); Concept Formation; Individual Differences; Science Instruction; Scientific Concepts; Correlation; Physics; Inhibition; Middle School Students; Secondary School Science; Cognitive Ability; Attention; Comparative Analysis; Scoring; Hypothesis Testing; Pretests Posttests; Experimental Groups; Questionnaires; Likert Scales; Statistical Analysis; Control Groups; Regression (Statistics) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Concept learning; Begriffsbildung; Individueller Unterschied; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; Physik; Hemmung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Denkfähigkeit; Aufmerksamkeit; Bewertung; Hypothesenprüfung; Hypothesentest; Fragebogen; Likert-Skala; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self-explanation) and the second involves providing correct explanations (explanatory feedback). This study (1) compared self-explanation and explanatory feedback features embedded into a game designed to teach Newtonian dynamics and (2) investigated relationships between learning and individual differences. The results demonstrated significant learning gains for all conditions. There were no overall differences between conditions, but learning outcomes were better for the self-explanation condition after controlling for the highest level completed by each student. Analyses of individual differences indicated that certain threshold inhibitory control abilities may be necessary to benefit from the self-explanation in games. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01