Can Narrative Cutscenes Improve Home Learning from a Math Game? An Experimental Study with Children

Autor/inn/en	Sýkora, Tomáš; Stárková, Tereza; Brom, Cyril
Titel	Can Narrative Cutscenes Improve Home Learning from a Math Game? An Experimental Study with Children
Quelle	In: British Journal of Educational Technology, 52 (2021) 1, S.42-56 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brom, Cyril)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12939
Schlagwörter	Educational Games; Mathematics Education; Mathematics Activities; Elementary School Students; Grade 2; Grade 3; Home Study + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Mathematische Bildung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (M[subscript age] = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between-subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between-group difference was detected in pre-post learning gains, parent-reported engagement, self-reported enjoyment, time spent with the game and the number of solved in-game tasks (all \|"ds"\| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01