Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts |
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| Authors: | Chung-Yuan Hsu Chin-Chung Tsai Hung-Yuan Wang |
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| Affiliation: | 1. Department of Child Care, National Pingtung University of Science and Technology, #1, Shuefu Road, Neipu, Pingtung 912, Taiwan;2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei 106, Taiwan;3. Graduate Institute of Engineering, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei 106, Taiwan |
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| 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. |
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| Keywords: | game-based learning self-explanation science learning multiplayer game collaboration |
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