Can narrative cutscenes improve home learning from a math game? An experimental study with children

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F21%3A10437242" target="_blank" >RIV/00216208:11320/21:10437242 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11210/21:10437242
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=fb1uOrj_iU" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=fb1uOrj_iU</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1111/bjet.12939" target="_blank" >10.1111/bjet.12939</a>

Result language
angličtina
Original language name
Can narrative cutscenes improve home learning from a math game? An experimental study with children
Original language description
Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (M-age = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between-subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between-group difference was detected in pre-post learning gains, parent-reported engagement, self-reported enjoyment, time spent with the game and the number of solved in-game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.
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
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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