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Promoting science learning in game-based learning with question prompts and feedback
ARTICLE

, Program of Organization, Information, and Learning Sciences, United States ; , National Changhua University of Education, Taiwan

Computers & Education Volume 103, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The purpose of this study was to examine the effects of the types of question prompts (Knowledge vs. Application Prompts) and feedback types (Knowledge of Correct Response (KCR) vs. Elaborated Response (ER) on science learning outcomes in a game-based learning environment. One hundred and five students from a secondary school in Taiwan were randomly assigned into four conditions: Knowledge-KCR, Knowledge-ER, Application-KCR, and Application-ER in a game-based learning environment to learn the concepts of force and motion. The results suggested that students with the knowledge prompts outperformed students with application prompts. In addition, we found that the types of question prompts and the types of feedback had an interaction effect on students' learning. Specifically, students with ER feedback performed better than those with KCR feedback when knowledge prompts were given; however, students with KCR feedback performed better than those with ER feedback when application prompts were given.

Citation

Law, V. & Chen, C.H. (2016). Promoting science learning in game-based learning with question prompts and feedback. Computers & Education, 103(1), 134-143. Elsevier Ltd. Retrieved October 17, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.10.005

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