Patterns of Using Multimodal External Representations in Digital Game-Based Learning

Autor/inn/en	Pan, Yanjun; Ke, Fengfeng; Dai, Chih-Pu
Titel	Patterns of Using Multimodal External Representations in Digital Game-Based Learning
Quelle	In: Journal of Educational Computing Research, 60 (2023) 8, S.1918-1941 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pan, Yanjun) ORCID (Dai, Chih-Pu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221087771
Schlagwörter	Multimedia Instruction; Game Based Learning; Video Games; Mathematics Activities; Problem Solving; Multivariate Analysis; College Students; Student Behavior + Suchen Sie Ihr Suchwort? Multimediales Lernen; Video game; Videospiel; Videospiele; Problemlösen; Multivariate Analyse; Collegestudent; Student behaviour; Schülerverhalten
Abstract	Although prior research has highlighted the significance of representations for mathematical learning, there is still a lack of research on how students use multimodal external representations (MERs) to solve mathematical tasks in digital game-based learning (DGBL) environments. This exploratory study was to examine the salient patterns problem solvers demonstrated using MERs when they engaged in a single-player, three-dimensional architecture game that requires the acquisition and application of math knowledge and thinking in game-based context problem solving. We recorded and systematically coded the behaviors of using MERs demonstrated by 20 university students during 1.5 hours of gameplay. We conducted both cluster and sequential analyses with a total of 2654 encoded behaviors. The study indicated that the maneuverable visual-spatial representation was most frequently used in the selected architecture game. All of the participants performed a high level of representational transformations, including both treatment and conversion transformations. However, compared to the students in the second cluster who were mostly non-game players, students in the first cluster (composed of mainly experienced video game players) displayed a higher frequency of interacting with various MERs and a more cautious and optimized reflective problem-solving process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01