Playing Video Games: Motives, Responses, and Consequences (Lea's Communication Series)
Playing Video Games: Motives, Responses, and Consequences (Lea's Communication Series)
Handbook of Computer Game Studies
Handbook of Computer Game Studies
The politeness effect: Pedagogical agents and learning outcomes
International Journal of Human-Computer Studies
Cognitive consequences of making computer-based learning activities more game-like
Computers in Human Behavior
Investigating different instructional approaches adopted in educational games
Edutainment'11 Proceedings of the 6th international conference on E-learning and games, edutainment technologies
A meta-analytic review of the role of instructional support in game-based learning
Computers & Education
Adding self-explanation prompts to an educational computer game
Computers in Human Behavior
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What is the most effective way to incorporate self-explanation into an educational game? In Experiment 1, students who played a 10-level computer game about electrical circuits performed better on an embedded transfer test (i.e., level 10) if they were required to select the reason for each move from a list on levels 1-9 (selection self-explanation) than if they were not required to engage in self-explanation (d=1.20). In Experiment 2, the same pattern of results was replicated (d=0.71), but students who were required to type in their reason for each move on levels 1-9 (generation self-explanation) did not perform any better than those who were not required to engage in self-explanation (d=-0.06). Overall, asking students to select a reason from a list fosters some degree of reflection while not overly disrupting the flow of the game.