The Impact of Metacognitive Strategy Training in a Game-Based Learning Environment for Fifth-Grade Science

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Autor/in	Eyupoglu, Tayyibe Fulya
Titel	The Impact of Metacognitive Strategy Training in a Game-Based Learning Environment for Fifth-Grade Science
Quelle	(2023), (184 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-8516-0
Schlagwörter	Hochschulschrift; Dissertation; Game Based Learning; Metacognition; Educational Games; Grade 5; Public Schools; Elementary School Students; Program Effectiveness; Accuracy; Self Efficacy; Cognitive Ability; Student Interests; Student Motivation; Prior Learning; Performance + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Educational game; Lernspiel; School year 05; 5. Schuljahr; Schuljahr 05; Public school; Öffentliche Schule; Self-efficacy; Selbstwirksamkeit; Denkfähigkeit; Studieninteresse; Schulische Motivation; Vorkenntnisse; Achievement; Leistung
Abstract	The current study aimed to contribute to the literature by implementing an intervention that examines the effects of explicit metacognitive strategy training and prompts embedded within a Game-Based Learning Environment (GBLE), "Missions with Monty," on metacognitive monitoring accuracy, game performance, and science knowledge of 5th-grade students. "Missions with Monty" is a narrative-centered GBLE designed within a Self-Regulated Learning framework to increase 5th-grade students' metacomprehension skills and science knowledge while reading expository texts. Fifth-grade students from public schools in the USA were randomly assigned to a control (n = 27), training camp (n = 30), or training camp with metacognitive prompts condition (n = 18). All students completed a pre and posttest of science knowledge. The students played "Missions with Monty" for 50 minutes twice a week and approximately 3-4 weeks. During gameplay, students visited various animal researchers and read 18 expository texts in mini-game environments called Missions, highlighting, summarizing, and answering knowledge questions. They also made confidence judgments for each knowledge question in each text. The results showed no significant effect of the conditions on the monitoring accuracy of students. However, all conditions increased calibration scores significantly over time. Also, there were significant interindividual differences (e.g., cognitive ability, interest, motivation, and self-efficacy) in rates of change for bias. In other words, individual differences caused a change in the bias score. While it is not clear precisely what kind of individual differences caused differences in bias, this finding warrants further investigation. Prior knowledge was found to affect calibration and bias. Students with low prior knowledge were less accurate in their judgment and more overconfident in their bias than students with high prior knowledge. The results also showed no significant change in science knowledge and game performance. Neither strategy training nor strategy training with prompts was associated with science knowledge and game performance. On the other hand, the results showed that prior science knowledge was significantly related to game performance. Moreover, results showed no significant impact of question prompts on monitoring accuracy, performance, and science knowledge, and students with different levels of knowledge did not react differently to metacognitive prompts. This study contributes to the literature and educational practice by showing that the game-based learning environment, "Missions with Monty," effectively improved calibration and affected bias across all conditions. The findings of this study have potential implications for game development related to strategy training through GBLEs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01