Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts. Issue 4 (18th May 2016)

• Record Type: Journal Article
• Authors: Hsu, Chung-Yuan; Tsai, Chin-Chung; Wang, Hung-Yuan
• Is Part Of: Interactive learning environments. Volume 24:Issue 4(2016)
• Page Start: 844
• Page End: 858
• Publication Date: 2016-05-18
• Subjects: game-based learning -- self-explanation -- science learning -- multiplayer game -- collaboration; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2014.926276
• Languages: English
• ISSNs: 1049-4820

Abstract

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.