Embedding Collaboration into a Game with a Self-explanation Design for Science Learning
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.Downloads
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Published
2013-11-18
Conference Proceedings Volume
Section
Articles
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