Literaturnachweis - Detailanzeige
Autor/inn/en | Snow, Erica L.; Allen, Laura K.; Jackson, G. Tanner; McNamara, Danielle S. |
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Titel | Spendency: Students' Propensity to Use System Currency |
Quelle | In: International Journal of Artificial Intelligence in Education, 25 (2015) 3, S.407-427 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1560-4292 |
DOI | 10.1007/s40593-015-0044-1 |
Schlagwörter | Intelligent Tutoring Systems; Educational Games; High School Students; Preferences; Outcomes of Education; Performance; Pretests Posttests; Transfer of Training |
Abstract | Using students' process data from the game-based Intelligent Tutoring System (ITS) iSTART-ME, the current study examines students' propensity to use system currency to unlock game-based features, (i.e., referred to here as "spendency"). This study examines how spendency relates to students' interaction preferences, in-system performance, and learning outcomes (i.e., self-explanation quality, comprehension). A group of 40 high school students interacted with iSTART-ME as part of an 11-session experiment (pretest, eight training sessions, posttest, and a delayed retention test). Students' spendency was negatively related to the frequency of their use of personalizable features. In addition, students' spendency was negatively related to their in-system achievements, daily learning outcomes, and performance on a transfer comprehension task, even after factoring out prior ability. The findings from this study indicate that increases in students' spendency are systematically related to their selection choices and may have a negative effect on in-system performance, immediate learning outcomes, and skill transfer outcomes. The results have particular relevance to game-based systems that incorporate currency to unlock features within games as well as to the differential tradeoffs of game features on motivation and learning. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |