Mobile serious games are increasingly utilized as educational tools in elementary schools, and a considerable body of research has focused on evaluating such games’ educational effectiveness. However, such work has generally ignored learning processes, and especially how knowledge is constructed. Given the important role of knowledge construction in various educational settings, this study examines it in the context of 83 elementary schoolers’ mobile serious game-playing behaviors. Lag-sequential analysis of the participants’ observed behavioral patterns, and of differences in such patterns between two performance subgroups (i.e., students with high vs. low academic performance), yielded two main findings. First, all these young learners exhibited knowledge construction, and moved smoothly from lower to higher phases of it in the mobile environment; and second, the high-performing group attained a deeper level of knowledge construction through the negotiation of meaning than the low-performing group did. Some theoretical and practical implications of these results are also discussed.

严肃的移动游戏越来越多地用作小学的教育工具，并且大量的研究集中在评估此类游戏的教育效果上。但是，此类工作通常忽略了学习过程，尤其是知识的构造方式。鉴于知识建构在各种教育环境中的重要作用，本研究在83名小学生的流动认真游戏行为中对其进行了研究。对参与者观察到的行为模式进行滞后分析，以及两个表现子组（即学业成绩高与低的学生）之间的这种行为模式差异，得出了两个主要发现。首先，所有这些年轻的学习者都表现出知识建构，并在移动环境中从较低阶段平稳过渡到较高阶段；其次，与低绩效群体相比，高绩效群体通过意义协商达到了更高的知识建构水平。还讨论了这些结果的一些理论和实践意义。