Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning
ARTICLE
Stephen S. Killingsworth, Douglas B. Clark, Deanne M. Adams
IJEMST Volume 3, Number 3,
Abstract
Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self-explanation) and the second involves providing correct explanations (explanatory feedback). This study (1) compared self-explanation and explanatory feedback features embedded into a game designed to teach Newtonian dynamics and (2) investigated relationships between learning and individual differences. The results demonstrated significant learning gains for all conditions. There were no overall differences between conditions, but learning outcomes were better for the self-explanation condition after controlling for the highest level completed by each student. Analyses of individual differences indicated that certain threshold inhibitory control abilities may be necessary to benefit from the self-explanation in games.
Citation
Killingsworth, S.S., Clark, D.B. & Adams, D.M. (2015). Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning. International Journal of Education in Mathematics, Science and Technology, 3(3), 162-186. Retrieved March 28, 2024 from https://www.learntechlib.org/p/157740/.
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Keywords
- Attention
- Cognitive Ability
- Comparative Analysis
- Concept Formation
- Control Groups
- Correlation
- educational games
- Experimental Groups
- Feedback (Response)
- Hypothesis Testing
- individual differences
- Inhibition
- Likert Scales
- Middle School Students
- physics
- Pretests Posttests
- Questionnaires
- Regression (Statistics)
- Science Instruction
- Scientific Concepts
- Scoring
- Secondary School Science
- Statistical Analysis
- teaching methods
- Technology Uses in Education