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

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11210/21:10437242

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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| &lt; 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.

Název v anglickém jazyce

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

Popis výsledku anglicky

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| &lt; 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.

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

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

British Journal of Educational Technology

ISSN

0007-1013

e-ISSN

—

Svazek periodika

52

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

15

Strana od-do

42-56

Kód UT WoS článku

000526564400001

EID výsledku v databázi Scopus

2-s2.0-85083450021