Spendency: Students' Propensity to Use System Currency

Autor/inn/en	Snow, Erica L.; Allen, Laura K.; Jackson, G. Tanner; McNamara, Danielle S.
Titel	Spendency: Students' Propensity to Use System Currency
Quelle	In: International Journal of Artificial Intelligence in Education, 25 (2015) 3, S.407-427 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.1007/s40593-015-0044-1
Schlagwörter	Intelligent Tutoring Systems; Educational Games; High School Students; Preferences; Outcomes of Education; Performance; Pretests Posttests; Transfer of Training + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Educational game; Lernspiel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Achievement; Leistung; Training; Transfer; Ausbildung
Abstract	Using students' process data from the game-based Intelligent Tutoring System (ITS) iSTART-ME, the current study examines students' propensity to use system currency to unlock game-based features, (i.e., referred to here as "spendency"). This study examines how spendency relates to students' interaction preferences, in-system performance, and learning outcomes (i.e., self-explanation quality, comprehension). A group of 40 high school students interacted with iSTART-ME as part of an 11-session experiment (pretest, eight training sessions, posttest, and a delayed retention test). Students' spendency was negatively related to the frequency of their use of personalizable features. In addition, students' spendency was negatively related to their in-system achievements, daily learning outcomes, and performance on a transfer comprehension task, even after factoring out prior ability. The findings from this study indicate that increases in students' spendency are systematically related to their selection choices and may have a negative effect on in-system performance, immediate learning outcomes, and skill transfer outcomes. The results have particular relevance to game-based systems that incorporate currency to unlock features within games as well as to the differential tradeoffs of game features on motivation and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01