Paper Info
Title
Exploring The Effects Of Integrating Self-Explanation Into A Multi-User Game On The Acquisition Of Scientific Concepts
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.
Year
DOI
Venue
2016
10.1080/10494820.2014.926276
INTERACTIVE LEARNING ENVIRONMENTS
Keywords
Field
DocType
game-based learning, self-explanation, science learning, multiplayer game, collaboration
Computer science,Teaching method,Cooperative learning,Self explanation,Multiplayer game,Multimedia,Game based learning,Multi-user,Science education,Statistical analysis
Journal
Volume
Issue
ISSN
24
4
1049-4820
Citations 
PageRank 
References 
2
0.43
17
Authors
3
Name
Order
Citations
PageRank
Chung-Yuan Hsu1183.78
Chin-Chung Tsai22269164.88
Hung-Yuan Wang3482.74