Role of guidance, reflection, and interactivity in an agent-based multimedia game
Role of guidance, reflection, and interactivity in an agent-based multimedia game
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DOI：
10.1037/0022-0663.97.1.117
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发表时间：
2005-02-01
影响因子：
4.9
通讯作者：
Mayer, RE
中科院分区：
文献类型：
--
作者：
Moreno, R;Mayer, RE
作者调查了在交互式多媒体游戏中，指导和反思是否会促进科学学习。大学生学习如何设计植物在不同的天气条件下生存。在实验1中，他们与一个代理人一起学习，该代理人要么用纠正性和解释性反馈指导他们，要么单独使用纠正性反馈。一些学生被要求通过解释他们解决问题的答案来反思。指导的解释性反馈的形式产生较高的迁移分数，较少的错误答案，并在解决问题的误解更大的减少。让学生解释他们的答案的形式的反思并不影响学习。实验2和3表明，反射促进保留和远迁移在非交互式环境中，但不是在交互式的，除非学生被要求反映正确的程序解决方案，而不是自己的解决方案。结果支持适当使用的指导和反思互动多媒体游戏。
The authors investigated whether guidance and reflection would facilitate science learning in an interactive multimedia game. College students learned how to design plants to survive in different weather conditions. In Experiment 1, they learned with an agent that either guided them with corrective and explanatory feedback or corrective feedback alone. Some students were asked to reflect by giving explanations about their problem-solving answers. Guidance in the form of explanatory feedback produced higher transfer scores, fewer incorrect answers, and greater reduction of misconceptions during problem solving. Reflection in the form of having students give explanations for their answers did not affect learning. Experiments 2 and 3 showed that reflection promotes retention and far transfer in noninteractive environments but not in interactive ones unless students are asked to reflect on correct program solutions rather than on their own solutions. Results support the appropriate use of guidance and reflection for interactive multimedia games.