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- Publisher Website: 10.1016/j.learninstruc.2021.101547
- Scopus: eid_2-s2.0-85116753538
- WOS: WOS:000725569800002
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Article: Does embedding learning supports enhance transfer during game-based learning?
Title | Does embedding learning supports enhance transfer during game-based learning? |
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Authors | |
Keywords | Animations Educational games game-Based learning Learning supports Physics playground |
Issue Date | 2022 |
Citation | Learning and Instruction, 2022, v. 77, article no. 101547 How to Cite? |
Abstract | Educational video games are hypothesized to be good environments for promoting learning; however, research on conceptual learning from games is mixed. We tested whether embedding a learning support in the form of short animations illustrating physics concepts that can be used to aid gameplay improved learning. Ninety-six 7th to 11th grade students were randomly assigned to play Physics Playground with or without the learning supports over a 4-day period. Results indicate that students who played a version of the game with embedded learning supports showed more improvement on a far- (d = 0.36), but not on a near-transfer physics assessment (d = 0.17) compared to those who played without the supports. The learning supports did not affect students’ enjoyment with the game. We conclude that the game-embedded animations were effective at promoting conceptual learning without sacrificing the fun of game-based learning. |
Persistent Identifier | http://hdl.handle.net/10722/319057 |
ISSN | 2023 Impact Factor: 4.7 2023 SCImago Journal Rankings: 2.357 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Bainbridge, Katie | - |
dc.contributor.author | Shute, Valerie | - |
dc.contributor.author | Rahimi, Seyedahmad | - |
dc.contributor.author | Liu, Zhichun | - |
dc.contributor.author | Slater, Stefan | - |
dc.contributor.author | Baker, Ryan S. | - |
dc.contributor.author | D'Mello, Sidney K. | - |
dc.date.accessioned | 2022-10-11T12:25:10Z | - |
dc.date.available | 2022-10-11T12:25:10Z | - |
dc.date.issued | 2022 | - |
dc.identifier.citation | Learning and Instruction, 2022, v. 77, article no. 101547 | - |
dc.identifier.issn | 0959-4752 | - |
dc.identifier.uri | http://hdl.handle.net/10722/319057 | - |
dc.description.abstract | Educational video games are hypothesized to be good environments for promoting learning; however, research on conceptual learning from games is mixed. We tested whether embedding a learning support in the form of short animations illustrating physics concepts that can be used to aid gameplay improved learning. Ninety-six 7th to 11th grade students were randomly assigned to play Physics Playground with or without the learning supports over a 4-day period. Results indicate that students who played a version of the game with embedded learning supports showed more improvement on a far- (d = 0.36), but not on a near-transfer physics assessment (d = 0.17) compared to those who played without the supports. The learning supports did not affect students’ enjoyment with the game. We conclude that the game-embedded animations were effective at promoting conceptual learning without sacrificing the fun of game-based learning. | - |
dc.language | eng | - |
dc.relation.ispartof | Learning and Instruction | - |
dc.subject | Animations | - |
dc.subject | Educational games | - |
dc.subject | game-Based learning | - |
dc.subject | Learning supports | - |
dc.subject | Physics playground | - |
dc.title | Does embedding learning supports enhance transfer during game-based learning? | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.learninstruc.2021.101547 | - |
dc.identifier.scopus | eid_2-s2.0-85116753538 | - |
dc.identifier.volume | 77 | - |
dc.identifier.spage | article no. 101547 | - |
dc.identifier.epage | article no. 101547 | - |
dc.identifier.isi | WOS:000725569800002 | - |