Literaturnachweis - Detailanzeige
| Autor/inn/en | Verpoorten, Dominique; Castaigne, Jean-Loup; Westera, Wim; Specht, Marcus |
|---|---|
| Titel | A Quest for Meta-Learning Gains in a Physics Serious Game |
| Quelle | In: Education and Information Technologies, 19 (2014) 2, S.361-374 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2357 |
| DOI | 10.1007/s10639-012-9219-7 |
| Schlagwörter | Physics; Science Education; Cognitive Ability; Secondary School Students; Validity; Optics; Metacognition; Teaching Methods; Reflection; Educational Games |
| Abstract | This paper describes how a short, repeated and structured opportunity to reflect was integrated in the storyline of a serious game in order to stimulate the development of a meta-cognitive skill: the ability to self-assess the degree of confidence in own answers. An empirical validation of the approach, conducted with 28 secondary school pupils, delivers an uncommon pattern: while the cognitive benefits--the acquisition of academic knowledge in optics--are negligible and mixed up, the meta-cognitive gains present a raising tendency. The experiment also demonstrates that reflection does not necessarily hamper the game flow, if certain conditions, discussed in the paper, are met. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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