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A Quest for Meta-Learning Gains in a Physics Serious Game
ARTICLE

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Education and Information Technologies Volume 19, Number 2, ISSN 1360-2357

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.

Citation

Verpoorten, D., Castaigne, J.L., Westera, W. & Specht, M. (2014). A Quest for Meta-Learning Gains in a Physics Serious Game. Education and Information Technologies, 19(2), 361-374. Retrieved October 14, 2019 from .

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