Examining Learner Metacognition and Goal Orientation While Problem-Solving in a Serious Game Environment Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).

Autor/inn/en	Liu, Sa; Liu, Min
Titel	Examining Learner Metacognition and Goal Orientation While Problem-Solving in a Serious Game Environment Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).
Quelle	(2021), (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Metacognition; Goal Orientation; Problem Solving; Undergraduate Students; Game Based Learning; Problem Based Learning; Recall (Psychology); Student Characteristics; Educational Environment; Student Attitudes; Teaching Methods; Learning Analytics; Scores; Learning Processes; Computer Games + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zielorientierung; Zielvorstellung; Problemlösen; Problem-based learning; Problemorientiertes Lernen; Abberufung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Computer game; Computerspiel; Computerspiele
Abstract	To understand how learner metacognition and goal orientation affect learner problem-solving in a Serious Game (SG) environment, this study examined 12 undergraduate students' metacognition, goal orientations, and problem-solving performances and processes while playing a SG that adopts problem-based learning pedagogy to teach space science. Utilizing survey responses, computer log data and stimulated interview recall in a laboratory setting, this study finds that cognitive bias and problem complexity combined with learner characteristics can affect learner problem-solving. The authors also summarize 10 operational steps for successfully solving problems in this SG. The findings offer insights on how learner characteristics impact problem-solving. It also contributes to the understanding of designing SG environments to benefit learners based on their metacognitive levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01