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

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


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.


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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