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

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11210/20:10419236 RIV/00216208:11410/20:10419236

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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).

Název v anglickém jazyce

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

Popis výsledku anglicky

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).

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Computer Assisted Learning

ISSN

0266-4909

e-ISSN

—

Svazek periodika

36

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

981-996

Kód UT WoS článku

000589700000016

EID výsledku v databázi Scopus

2-s2.0-85086440228