Exploring the Effects of Integrating Self-Explanation into a Multi-User Game on the Acquisition of Scientific Concepts

Autor/inn/en	Hsu, Chung-Yuan; Tsai, Chin-Chung; Wang, Hung-Yuan
Titel	Exploring the Effects of Integrating Self-Explanation into a Multi-User Game on the Acquisition of Scientific Concepts
Quelle	In: Interactive Learning Environments, 24 (2016) 4, S.844-858 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2014.926276
Schlagwörter	Science Education; Scientific Concepts; Cooperative Learning; Grade 4; Elementary School Students; Teaching Methods; Control Groups; Retention (Psychology); Prompting; Design; Foreign Countries; Computer Games; Interviews; Statistical Analysis; Student Attitudes; Probability; Taiwan + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Kooperatives Lernen; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Merkfähigkeit; Benutzerführung; Ausland; Computer game; Computerspiel; Computerspiele; Interviewing; Interviewtechnik; Statistische Analyse; Schülerverhalten; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design for supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with self-explanation, or the control condition of a single-user game without integrating self-explanation. Students' conceptual understanding was measured through an immediate posttest and a retention test with a three-week delay. Further, students' engagement in answering the prompts was also investigated. The findings showed that having students collaboratively play science-based games with a self-explanation design embedded was not sufficient to help them learn the science concepts. Rather, it was the level of engagement in responding to the self-explanation prompts that mattered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01