Embedding Collaboration into a Game with a Self-explanation Design for Science Learning

Authors

  • Chung-Yuan HSU Department of Child Care, National Pingtung University of Science and Technology, Taiwan Author
  • Feng-Chin CHU Author
  • Hung-Yuan WANG Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taiwan Author

Abstract

The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design on supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with self-explanation, or the control condition of a single-user game without integrated self-explanation. Students’ conceptual understanding was measured through an immediate posttest and a retention test with a three-week delay. The findings showed that having students collaboratively or solitarily play science-based games embedded with a self-explanation design is not sufficient to help them learn science concepts. Rather, it was the level of engagement in responding to the self-explanation prompts that mattered.

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Published

2013-11-18

How to Cite

Embedding Collaboration into a Game with a Self-explanation Design for Science Learning. (2013). International Conference on Computers in Education. https://library.apsce.net/index.php/ICCE/article/view/2939