Artificial Intelligence - Special volume on computational research on interaction and agency, part 2
User Modeling and User-Adapted Interaction
The effects of empathetic virtual characters on presence in narrative-centered learning environments
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Epistemic Actions in Science Education
Proceedings of the international conference on Spatial Cognition VI: Learning, Reasoning, and Talking about Space
Multiplayer online games as educational tools: Facing new challenges in learning
Computers & Education
Computers in Human Behavior
Gender and player characteristics in video game play of preadolescents
Computers in Human Behavior
| Hi-index | 0.00 |
Previous research has shown that either asking students to explain their answers or providing explanatory feedback can be effective ways to increase learning from an educational game. This study focused on an educational physics game about Newton's 3 Laws of Motion called SURGE: The Fuzzy Chronicles. Eighty-six middle school students played one of three versions of the game: (1) the base version with no tips or questions, (2) the self-explanation version with self-explanation questions prompts, and (3) the explanatory feedback version with gameplay tips. There were no significant overall learning differences between the three groups, but students in the base version successfully answered more questions about Newton's second law than students in the self-explanation group. This may have been due to students in the base condition progressing significantly further through the game than students in the self-explanation group. The results suggest that the cognitive load for gameplay as well as game flow must be managed in order for students to take advantage of explanation functionality in educational tools designed to increase deeper, germane processing.