Learning loops - interactions between guided reflection and experience-based learning in a serious game activity.
In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game wit...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 4; pp. 348 - 371 |
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| Autores principales: | , , |
| Formato: | pictorial questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104188161&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104188161 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2013 vid: 29 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104188161 88799878 10.1111/jcal.12013 104188161 ppf: 348 ppct: 23 formats: tig: atl: Learning loops - interactions between guided reflection and experience-based learning in a serious game activity. aug: au: Cowley, B. Heikura, T. Ravaja, N. affil: Centre for Knowledge and Innovation Research, School of Economics, Aalto University; Cognitive Science Unit, Department of Behavioural Sciences, University of Helsinki sug: subj: Learning Methods Games Reflection Bloom's Taxonomy Comparative Studies Questionnaires Hypothesis Random Sample P-Value kappa Statistic Data Analysis Software Effect Size Pearson's Correlation Coefficient Adult Female Male Human Funding Source Adult: 19-44 years Female Male ab: In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game with a 3-min half-time break to complete an affect self-report form while 25 also participated in a 20-min reflective group discussion during their half-time break. During the discussion, they were asked by an experimenter to reflect on a set of topics related to the game. We present the analysis of the questionnaires, which illustrates that contrary to our expectations the reflection period had a negative effect on the learning of the players as judged by their performance on closed-form questions at levels 1-5 (out of 6) on the Bloom taxonomy of learning outcomes. The questionnaire also included a few open questions which gave the players a possibility to display deep (level 6) learning. The players did not differ significantly between conditions regarding the questions measuring deep learning. pubtype: Academic Journal doctype: pictorial questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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