Effects of Self-Explanation and Game-Reward on Sixth Graders' Algebra Variable Learning

Autor/inn/en	Sun-Lin, Hong-Zheng; Chiou, Guey-Fa
Titel	Effects of Self-Explanation and Game-Reward on Sixth Graders' Algebra Variable Learning
Quelle	In: Educational Technology & Society, 20 (2017) 4, S.126-137 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Algebra; Grade 6; Mathematics Achievement; Student Attitudes; Metacognition; Learning Activities; Experimental Groups; Control Groups; Interaction; Comparative Analysis; Educational Games; Rewards; Teaching Methods; Educational Technology; Technology Uses in Education; Pretests Posttests; Mathematics Tests; Student Surveys; Questionnaires; Prior Learning; Knowledge Level; Quasiexperimental Design; Regression (Statistics) + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernaktivität; Interaktion; Educational game; Lernspiel; Reward; Belohnung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerbefragung; Fragebogen; Vorkenntnisse; Wissensbasis; Regression; Regressionsanalyse
Abstract	This study examined the interaction effects of self-explanation and game-reward strategies on sixth graders' algebra variable learning achievement, learning attitude, and meta-cognitive awareness. A learning system was developed to support the learning activity, and a 2×2 quasi-experiment was conducted. Ninety-seven students were invited to participate in this experimental instruction and assigned to four groups: self-explanation with game-reward, self-explanation, game-reward, and control. The results showed that (1) a significant interaction effect was found on the students' learning achievement of algebra variable: the self-explanation with game-reward group performed significantly better than the self-explanation group, and both the game-reward group and self-explanation group scored significantly higher than the control group; (2) a significant interaction effect was found on the students' learning attitude toward algebra variable: the self-explanation with game-reward group reported significantly more positively than the self-explanation group, and the control group responded significantly more positive results than the self-explanation group; (3) no significant interaction effect was found on the students' meta-cognitive awareness of algebra variable learning: while the game-reward did not show a significantly positive effect, the self-explanation did. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01