Designing feedback in an immersive videogame: supporting student mathematical engagement
Designing feedback in an immersive videogame: supporting student mathematical engagement
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DOI：
10.1007/s11423-015-9411-8
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发表时间：
2016-02-01
影响因子：
5
通讯作者：
Barnes, Jacqueline
中科院分区：
文献类型：
--
作者：
Gresalfi, Melissa Sommerfeld;Barnes, Jacqueline
本文借鉴并有助于两个机构的研究：游戏设计的特定元素如何支持学习;以及反馈的特定特征如何影响学生的参与度。本文报告了两轮基于设计的研究项目的结果，该项目的重点是更好地理解反馈如何融入并影响学生在沉浸式教育视频游戏中的数学学习和参与。我们研究是否以及如何提供反馈的方式故意改变影响的方式，学生参与解决问题。通过两个实施，我们发现，相应的反馈似乎支持学生的数学参与，特别是，反馈的时间与整个问题解决过程似乎是重要的。最后，我们记录了游戏设计的变化与整个课堂活动的变化有关。总的来说，游戏设计的变化和相关的课堂实践的变化可能共同导致了我们观察到的学生数学参与的差异。
This paper draws from and contributes to two bodies of research: how particular elements of game design support learning; and how particular characteristics of feedback impact student engagement. This paper reports findings from two rounds of a design-based research project that focuses on better understanding how feedback is integrated into, and impacts, students' mathematical learning and engagement in the context of an immersive educational videogame. We examine whether and how an intentional change in the way that feedback was offered impacted the ways that students engaged with problem solving. Looking across two implementations, we found that consequential feedback appeared to support students' mathematical engagement, and, specifically, that the timing of that feedback in relation to the entire problem solving process appeared to be important. Finally, we documented that changes in the design of the game were related to changes in the overall classroom activities. Overall, it seems likely that together, the game design change and the associated classroom practices change, resulted in the differences in student mathematical engagement that we observed.