Assessing the Effects of Open Models of Learning and Enjoyment in a Digital Learning Game

Hou, Xinying; Nguyen, Huy A.; Richey, J. Elizabeth; Harpstead, Erik; Hammer, Jessica; McLaren, Bruce M.

doi:10.1007/s40593-021-00250-6

Cited by 16 publications

(8 citation statements)

References 107 publications

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“…El componente cognitivo, denominado en este estudio involucramiento, fue el primer factor extraído por el AFE y mostró el mayor porcentaje de varianza explicada. Dado lo hallado en esta y otras investigaciones (e.g., Hou et al, 2021;Leibovich, 2019) no es posible equiparar el disfrute exclusivamente a una respuesta afectiva que involucra solo aspectos hedónicos. Los resultados del análisis psicométrico efectuado permiten concluir que se trata de una experiencia compleja que puede ser evaluada de manera válida y confiable a través de aspectos afectivos y cognitivos.…”

Section: Discusión Y Conclusiónunclassified

“…Fang et al (2010) propusieron y corroboraron empíricamente un modelo trifactorial de disfrute a través del uso de videojuegos, confirmando la existencia de un componente afectivo, uno cognitivo y uno conductual. Y lo mismo ocurrió con el disfrute en juegos digitales de aprendizaje (Hou et al, 2021) y "exergames" (i.e. videojuegos que incluyen actividad física) (Fitzgerald, 2020).…”

Section: Introductionunclassified

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La experiencia de disfrute y su contribución a la realización personal en jóvenes estudiantes

Schmidt

Molina²,

Celsi³

et al. 2022

REIFOP

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Enjoyment through activities has an important impact on the positive development of young people. The general objective of this work is to know the characteristics of enjoyment in young students and its relationship with the sense of personal fulfillment. Method. 839 high school and university students participated (63.9% female) between the ages of 13 and 30 (M = 18.40; SD = 4.82) from Buenos Aires Metropolitan Area (AMBA)/Argentina. Instruments: Scale of Enjoyment in Activity (EDA), Scale of Personal Fulfillment (ESAR) and a sociodemographic questionnaire. Data analysis: An exploratory factor analysis (EFA) was carried out, the reliability of the factors was studied, t tests and ANOVAs for the differences between groups, Pearson's correlation and simple linear regression were performed. Results: The EFA yielded two factors that explain 66.6% of the variance. Enjoyment can be known through two subscales: positive affect and involvement. The activities they enjoy the most are physical-sports, artistic and social. Men show more involvement than women and secondary students show more involvement than young people at the university level. Enjoyment predicts a sense of personal fulfillment. Future studies will make it possible to know the ability of enjoyment to predict health and well-being parameters in the young population. El disfrute a través de las actividades tiene un importante impacto en el desarrollo positivo de los jóvenes. El objetivo general de este trabajo es conocer las características del disfrute en jóvenes estudiantes y su relación con el sentido de realización personal. Método. Participaron 839 estudiantes secundarios y universitarios (63.9% femenino) de 13 a 30 años (M=18.40; DE=4.82) del Área Metropolitana Bonaerense (AMBA)/Argentina. Instrumentos: Escala de Disfrute en la Actividad (EDA), Escala de Realización Personal (ESAR) y un cuestionario sociodemográfico. Análisis de datos: Se realizó un análisis factorial exploratorio (AFE), se estudió la fiabilidad de los factores, se realizaron pruebas t y ANOVAs para las diferencias entre grupos, correlación de Pearson y regresión lineal simple. Resultados: El AFE arrojó dos factores que explican el 66.6% de la varianza. El disfrute puede conocerse a través de dos subescalas: afecto positivo e involucramiento. Las actividades que más disfrutan son las físico-deportivas, artísticas y sociales. Los varones presentan más involucramiento que las mujeres y los estudiantes secundarios presentan más involucramiento que los/as jóvenes de nivel universitario. El disfrute predice el sentido de realización personal. Estudios futuros permitirán conocer la capacidad del disfrute para predecir parámetros de salud y bienestar en población joven.

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Section: Discusión Y Conclusiónunclassified

Section: Introductionunclassified

La experiencia de disfrute y su contribución a la realización personal en jóvenes estudiantes

Schmidt

Molina²,

Celsi³

et al. 2022

REIFOP

View full text Add to dashboard Cite

show abstract

“…Researchers are still debating on the capacity of serious games to motivate students (Malone 1981;Wouters et al 2013). For sure, game-based learning environments provide many opportunities to support inquiry-based learning (Mott et al 2019;Hou et al 2021), and with inviting settings, expressive characters, and compelling virtual worlds, they create effective and engaging learning experiences (Wouters…”

Section: Learning Through Gamingmentioning

confidence: 99%

I AM A.I. Gradient Descent – an Open-Source Digital Game for Inquiry-Based CLIL Learning

Geldhauser

Matt²,

Stussak³

2022

AAAI

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We present an interactive online workshop for K-12 students, which aims in familiarizing students with core concepts of AI. The workshop consists of a variety of resources, inspired by inquiry-based learning techniques, of which we present in detail one module, centered around a browser-based game called Gradient Descent. This module introduces the mathematical concepts behind a gradient descent-based optimization algorithm through the computer game of a treasure hunt at an unknown sea surface landscape. Finally, we report on student feedback for the module in a series of content and language integrated learning in German (CLiLiG) workshops for students aged 14-17 in 30 countries.

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“…All studies of Decimal Point conducted since the initial study have employed the menu-based selfexplanation approach (e.g. Hou et al, 2022;Nguyen et al, 2022), with all leading to successful learning outcomes across conditions. In this study we explored whether other forms of prompted self-explanation sampled across the Wylie and Chi (2014) continuum might also lead to successful learning and whether male and female students differed in which prompts benefitted them the most.…”

Section: Figure 1: the Decimal Point Game Mapmentioning

confidence: 99%

A Digital Learning Game for Mathematics that Leads to Better Learning Outcomes for Female Students: Further Evidence

McLaren

2022

ECGBL

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Stereotypes about men being better than women at mathematics appear to influence female students’ interest and performance in mathematics. Given the potential motivational benefits of digital learning games, it is possible that games could help to reduce math anxiety, increase self-efficacy, and lead to better learning outcomes for female students. We are exploring this possibility in our work with Decimal Point, a digital learning game that scaffolds practice with decimal operations for 5th and 6th grade students. In several studies with various versions of the game, involving over 800 students across multiple years, we have consistently uncovered a learning advantage for female students with the game. In our most recent investigation of this gender effect, we decided to experiment with a central feature of the game: its use of prompted self-explanation to support student learning. Prior research has suggested that female students might benefit more from self-explanation than male students. In the new study, involving 214 middle school students, we compared three versions of self-explanation in the game – menu-based, scaffolded, and focused – each presenting students with a different type of prompted self-explanation after they solved problems in the game. We found that the focused approach led to more learning across all students than the menu-based approach, a result reported in an earlier paper. In the additional results reported in this paper, we again uncovered the gender effect – female students learned more from the game than male students, regardless of the version of self-explanation – and also found a trend in which female students made fewer self-explanation errors, suggesting they may have been more deliberate and thoughtful in their self-explanations. This self-explanation finding is a possible key to further investigation into how and why we see the gender effect in Decimal Point.

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Assessing the Effects of Open Models of Learning and Enjoyment in a Digital Learning Game

Cited by 16 publications

References 107 publications

La experiencia de disfrute y su contribución a la realización personal en jóvenes estudiantes

La experiencia de disfrute y su contribución a la realización personal en jóvenes estudiantes

I AM A.I. Gradient Descent – an Open-Source Digital Game for Inquiry-Based CLIL Learning

A Digital Learning Game for Mathematics that Leads to Better Learning Outcomes for Female Students: Further Evidence

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