To solve or to observe? The case of problem-solving interactivity within child learning games

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F20%3A10419236" target="_blank" >RIV/00216208:11320/20:10419236 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11210/20:10419236 RIV/00216208:11410/20:10419236
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=9IrstN1aQv" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=9IrstN1aQv</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1111/jcal.12454" target="_blank" >10.1111/jcal.12454</a>

Result language
angličtina
Original language name
To solve or to observe? The case of problem-solving interactivity within child learning games
Original language description
We explored whether problem-solving interactivity within an instructional game fosters learning for children aged 8-10 years. Participants (N = 139) studied a biological topic either through a game-based learning environment (in which they solved assigned problems by interacting with a plant model) or from a standard learning environment (in which they observed how the problems were solved in an animation) (i.e., between-subject design). The treatments were equal with regard to learning content and guidance. No between-group differences in learning outcomes were detected (comprehension: d = 0.16; transfer: d = -0.01). Self-rating of enjoyment tended to be higher in the game group (d = 0.32), and when the children could choose between the treatments in a free-choice period, they strongly preferred the interactive game (87.5%). The results suggest that both the interactive and the non-interactive treatments are useful, but their applicability may differ depending on the learning context (e.g., school vs. home).
Czech name
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Czech description
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Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project
Result was created during the realization of more than one project. More information in the Projects tab.
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2020
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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