The Format of Problem Representation for In-Game Learning Supports

Autor/inn/en	Lee, Sungwoong; Ke, Fengfeng
Titel	The Format of Problem Representation for In-Game Learning Supports
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 3, S.390-406 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Sungwoong) ORCID (Ke, Fengfeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12345
Schlagwörter	Teaching Methods; Computer Assisted Instruction; Mathematical Concepts; Computer Games; Metacognition; Cognitive Processes; Educational Games; Mathematics Instruction; Problem Solving; Skill Development; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Computer game; Computerspiel; Computerspiele; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Educational game; Lernspiel; Mathematics lessons; Mathematikunterricht; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg
Abstract	A promising method to support game-based learning is to facilitate learners' externalization of cognitive and metacognitive processes. Externalizing Problem Representation (EPR) refers to a cognitive behaviour in which a learner constructs her own representations overtly. The purpose of this study is to investigate whether learning supports promoting EPR enhance qualitative understanding and quantitative proficiency in ratios and proportional relationships in a learning game (i.e., E-Rebuild) context. Specifically, this study investigated the effects of representation format in problem representation on qualitative understanding and quantitative proficiency in a learning game context. The results of this study indicate that (a) symbolic learning supports better facilitate comprehension of math concepts and their relations than iconic learning supports in video game contexts, (b) symbolic learning supports better facilitate players' reflection for implicit understanding and promote their math problem-solving skills, (c) participants in the symbolic learning support group increased significantly in qualitative understanding but not in quantitative proficiency after gameplay, and (d) participants in the iconic learning support group experienced significant growth in quantitative proficiency but not in qualitative understanding after gameplay. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01