PROBLEM SOLVING AND GAME-BASED LEARNING: EFFECTS OF MIDDLE GRADE STUDENTS' HYPOTHESIS TESTING STRATEGIES ON LEARNING OUTCOMES
PROBLEM SOLVING AND GAME-BASED LEARNING: EFFECTS OF MIDDLE GRADE STUDENTS' HYPOTHESIS TESTING STRATEGIES ON LEARNING OUTCOMES
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DOI：
10.2190/ec.44.4.e
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发表时间：
2011-01-01
影响因子：
4.8
通讯作者：
Lester, James C.
中科院分区：
文献类型：
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作者：
Spires, Hiller A.;Rowe, Jonathan P.;Lester, James C.
作为当代工作和生活中非常需要的技能，解决问题是基于游戏的学习研究的核心。在这项研究中，中年级学生从游戏互动中获得了显着的学习收益，这些互动需要解决基于微生物学内容的科学谜题。学生跟踪数据结果表明，有效的探索和导航的假设空间内的科学问题解决任务是学生的科学内容学习和游戏中的表现预测。选择了更高比例的适当假设的学生表现出更大的学习收益，并完成了更多的游戏目标。学生提供正确的解释假设选择完成更多的游戏中的目标，但是，提供正确的解释假设选择并没有更大的学习收益。从分析中，我们得出结论，假设检验策略在涉及解决问题任务的基于游戏的学习环境中发挥着核心作用，从而证明了与科学内容学习和游戏中表现的密切联系。
Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from gameplay interactions that required solving a science mystery based on microbiology content. Student trace data results indicated that effective exploration and navigation of the hypothesis space within a science problem-solving task was predictive of student science content learning and in-game performance. Students who selected a higher proportion of appropriate hypotheses demonstrated greater learning gains and completed more in-game goals. Students providing correct explanations for hypothesis selection completed more in-game goals; however, providing the correct explanation for hypothesis selection did not account for greater learning gains. From the analysis, we concluded that hypothesis testing strategies play a central role in game-based learning environments that involve problem-solving tasks, thereby demonstrating strong connections to science content learning and in-game performance.