The effectiveness of adaptive versus non‐adaptive learning with digital educational games.
For the training of academic skills, digital educational games with integrated adaptivity are promising. Adaptive games are considered superior to non‐adaptive games, because they constantly assess children's performance, and accordingly adapt the difficulty of the tasks corresponding to the childre...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 4; pp. 502 - 514 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2020
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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=144562043&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 144562043 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2020 vid: 36 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 144562043 144562043 145775729 144562043 10.1111/jcal.12416 144562043 ppf: 502 ppct: 12 formats: tig: atl: The effectiveness of adaptive versus non‐adaptive learning with digital educational games. aug: au: Vanbecelaere, Stefanie Van den Berghe, Katrien Cornillie, Frederik Sasanguie, Delphine Reynvoet, Bert Depaepe, Fien affil: Faculty of Psychology and Educational Sciences, Centre for Instructional Psychology and Technology, KU Leuven, Belgium sug: subj: Learning Methods Games Outcomes of Education Human Play and Playthings Reading Student Performance Appraisal Cognition Language Processing Knowledge Child Development Motivation Self Concept Funding Source Child, Preschool Child Male Female Students, Elementary Random Assignment Randomized Controlled Trials Pretest-Posttest Design One-Way Analysis of Variance Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: For the training of academic skills, digital educational games with integrated adaptivity are promising. Adaptive games are considered superior to non‐adaptive games, because they constantly assess children's performance, and accordingly adapt the difficulty of the tasks corresponding to the children's individual level. However, empirical evidence with regard to the effectivity of adaptive compared to non‐adaptive games is limited. A study was conducted with 191 children from the third year of Kinder garten who were enrolled in one of three conditions, that is, playing an adaptive version of the reading game (RG), a non‐adaptive version of the RG or training with pen‐and‐paper exercises. In all three conditions, children trained emergent reading (phonological awareness and letter knowledge) once a week for 30 min over a period of 5 weeks. Children's performance on cognitive (phonological awareness, letter knowledge, reading fluency) and non‐cognitive (motivation, self‐concept) factors was assessed. Results revealed a significant improvement in phonological awareness and letter knowledge in all conditions. However, no differences between the conditions were observed with respect to children's improvement on phonological awareness and letter knowledge or on their post‐test scores for reading fluency. With regard to motivation and self‐concept, again, no differences in these non‐cognitive factors were observed across conditions. pubtype: Academic Journal doctype: pictorial research randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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