Adding Instructional Features that Promote Learning in a Game-Like Environment

Autor/inn/en	Mayer, Richard E.; Johnson, Cheryl I.
Titel	Adding Instructional Features that Promote Learning in a Game-Like Environment
Quelle	In: Journal of Educational Computing Research, 42 (2010) 3, S.241-265 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Feedback (Response); Educational Games; Experiential Learning; Science Instruction; Cues; Prompting; Energy; Electronics; Problem Solving; College Students; Comparative Analysis; Computer Assisted Instruction; Educational Technology; Instructional Design; Electronic Learning; Computers; Teaching Methods; Instructional Effectiveness; Learning Strategies; Protocol Analysis; California + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Experiental learning; Erfahrungsorientiertes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Stichwort; Benutzerführung; Energie; Elektronik; Problemlösen; Collegestudent; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Digitalrechner; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kalifornien
Abstract	Students learned about electrical circuits in an arcade-type game consisting of 10 levels. For example, in one level students saw two circuits consisting of various batteries and resistors connected in series or parallel, and had to indicate which one had a higher rate of moving current. On levels 1-9, all students received a correct tone and had points added to their score for a correct answer, or an incorrect tone and a loss of points for an incorrect answer. Students performed more accurately on an embedded transfer test in level 10 if they also had to choose the correct principle for each answer from a list on levels 1-9 (self-explanation condition, d = 0.91), if they received explanative feedback that stated the principle on levels 1-9 (explanative feedback condition, d = 0.68), or both (d = 1.03). Results indicate the role of prompts for reflection and direct guidance as effective supplements to learning by doing in an educational game. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10