Grade 5 Students’ Elective Replay After Experiencing Failures in Learning Fractions in an Educational Game: When Does Replay After Failures Benefit Learning?
Grade 5 Students’ Elective Replay After Experiencing Failures in Learning Fractions in an Educational Game: When Does Replay After Failures Benefit Learning?
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五年级学生在教育游戏中学习分数失败后选修重播：失败后重播何时有益于学习？
DOI：
10.1145/3506860.3506873
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Rutherford, Teomara
中科院分区：
文献类型：
--
作者：
Zhang, Qian;Rutherford, Teomara
尽管教育游戏的可重玩性在理论上有好处，但实证研究发现，重玩之前玩过的游戏（即选择性重玩）对学生学习的影响的证据不一。特别是，我们对学生在经历失败后的选修重放过程（即中断性选修重放）的行为特征以及这些特征与学习成果之间的关系知之甚少。在这项研究中，我们分析了五年级学生在学习分数（最重要但最具挑战性的数学主题之一）时从教育游戏 ST Math 中获得的日志数据。我们通过跟踪学生在游戏失败后的连续行为，系统地构建了中断性选修重播特征，并在考虑了测试前表现和游戏中表现后，研究了这些特征与学生测试后表现之间的关系。我们构建的特征的描述性统计揭示了失败后选择性重放过程中在何时开始重放、重放什么以及如何重放方面的个体差异。此外，贝叶斯多模型线性回归表明，如果学生在当前游戏中在更高、更困难的级别失败时选择重玩之前通过的游戏，并且通过了重玩的游戏，那么失败后的中断选择性重玩可能对学生有利。
Despite theoretical benefits of replayability in educational games, empirical studies have found mixed evidence about the effects of replaying a previously passed game (i.e., elective replay) on students’ learning. Particularly, we know little about behavioral features of students’ elective replay process after experiencing failures (i.e., interruptive elective replay) and the relationships between these features and learning outcomes. In this study, we analyzed 5th graders’ log data from an educational game, ST Math, when they studied fractions—one of the most important but challenging math topics. We systematically constructed interruptive elective replay features by following students’ sequential behaviors after failing a game and investigated the relationships between these features and students’ post-test performance, after taking into account pretest performance and in-game performance. Descriptive statistics of the features we constructed revealed individual differences in the elective replay process after failures in terms of when to start replaying, what to replay, and how to replay. Moreover, a Bayesian multi-model linear regression showed that interruptive elective replay after failures might be beneficial for students if they chose to replay previously passed games when failing at a higher, more difficult level in the current game and if they passed the replayed games.
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DOI：
10.5281/zenodo.3554607
发表时间：
2013-05
期刊：
--
影响因子：
--
作者：
Jennifer Sabourin;Jonathan P. Rowe;Bradford W. Mott;James C. Lester
通讯作者：
Jennifer Sabourin;Jonathan P. Rowe;Bradford W. Mott;James C. Lester
有理数概念
DOI：
--
发表时间：
1983
期刊：
影响因子：
--
作者：
Merlyn J. Behr;R. Lesh;T. Post;E. Silver
通讯作者：
E. Silver
分数图像：六分半的情况
影响因子：
1.3
作者：
Ofer Marmur;Xiaoheng Yan;Rina Zazkis
通讯作者：
Rina Zazkis
通过数字游戏支持小学生学习分数概念知识
影响因子：
5
作者：
Lu Zhang;Junjie J. Shang;Timothy Pelton;Leslee Francis Pelton
通讯作者：
Leslee Francis Pelton
大规模、练习式的严肃数学游戏中的学习曲线分析：哪里需要学习支持？
影响因子：
1.8
作者：
Zhongxiu Peddycord;Rachel Harred;Sarah M. Karamarkovich;T. Barnes;Collin Lynch;Teomara Rutherford
通讯作者：
Teomara Rutherford