Conceptual Change Takes Time: Game Based Learning Cannot Be Only Supplementary Amusement

Autor/inn/en	Ketamo, Harri; Kiili, Kristian
Titel	Conceptual Change Takes Time: Game Based Learning Cannot Be Only Supplementary Amusement
Quelle	In: Journal of Educational Multimedia and Hypermedia, 19 (2010) 4, S.399-419 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Experimental Groups; Educational Games; Models; Metacognition; Concept Formation; Reflection; Learning Theories; Prior Learning; Pretests Posttests; Mathematics Instruction; Mathematics Education; Learning Processes; Feedback (Response); Foreign Countries; Validity; Evaluation; Finland + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Analogiemodell; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Concept learning; Begriffsbildung; Learning theory; Lerntheorie; Vorkenntnisse; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Learning process; Lernprozess; Ausland; Gültigkeit; Evaluierung; Finnland
Abstract	In spite of increased interest in game-based learning, relatively little is known about the learning process in games. The aim of this article is to study the process of conceptual change in the context of game-based learning in order to reveal playing behavior that triggers and facilitates it. Primary school pupils (N = 401) played a game of mathematics, in which they taught a virtual pet, a teachable agent that can reason based on how it is taught. Two experimental groups were formed: one group was tested under laboratory settings and one group worked in a natural context and was observed only virtually. The results of the study support existing theoretical models about conceptual change by indicating that some of the learners were more sensitive to the perception of cognitive conflicts and experienced them as solvable. Sufficient playing time, high motivation, game elements that triggered reflection, and good metacognitive strategies facilitated conceptual change. The results clearly indicated that educational games cannot be only supplementary amusement, but pedagogically well designed tools that should facilitate reflective processes both during and after the playing sessions. (Contains 2 tables and 6 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10