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The relationship among prior knowledge, accessing learning supports, learning outcomes, and game performance in educational games
Educational Technology Research and Development ( IF 5.580 ) Pub Date : 2021-03-26 , DOI: 10.1007/s11423-021-09974-7
Xiaotong Yang , Seyedahmad Rahimi , Valerie Shute , Renata Kuba , Ginny Smith , Cristina Alonso-Fernández

In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e., content-related and hybrid supports). Students with different levels of prior knowledge may have different needs for in-game supports. In this study, we designed a 2D physics game with game-related, content-related, and hybrid supports to explore the relationships among students’ prior knowledge, their access of learning supports, learning outcomes, and game performance. Our sample included 199 ninth- to eleventh-grade students from a K-12 school in the southeastern US. Our findings indicated that students, regardless of their degree of prior knowledge, tended to access supports that directly addressed the solution of game levels (game-related supports) rather than those which presented content (content-related and hybrid supports). We found that the more frequently students accessed the hybrid supports, the greater their knowledge acquisition, and the more game levels they solved. We found no significant relations between the access of game-related and content-related supports and students’ learning and game performance. Moreover, students with high prior knowledge tended to use hybrid supports more frequently than those with low prior knowledge. Implications of our findings and suggestions regarding future research are discussed.



中文翻译:

先验知识,获得学习支持,学习成果和教育游戏中游戏性能之间的关系

游戏中学习支持旨在帮助学生解决游戏级别(即与游戏相关的支持),并连接到基础内容(即与内容相关的和混合的支持)。具有不同先验知识水平的学生可能对游戏支持有不同的需求。在这项研究中,我们设计了具有游戏相关,内容相关和混合支持的2D物理游戏,以探索学生的先验知识,他们获得学习支持的机会,学习成果和游戏性能之间的关系。我们的样本包括来自美国东南部一所K-12学校的199名9至11年级学生。我们的调查结果表明,学生,无论他们的先验知识程度如何,倾向于访问直接解决游戏关卡解决方案的支持(与游戏相关的支持),而不是提供内容的支持(与内容相关的和混合的支持)。我们发现,学生越常访问混合支持,他们获得的知识越多,他们解决的游戏水平就越高。我们发现游戏相关和内容相关支持的访问与学生的学习和游戏性能之间没有显着关系。此外,具有先验知识的学生比起具有先验知识的学生更倾向于使用混合支持。讨论了我们的发现和对未来研究的建议的含义。

更新日期:2021-03-27
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