Computer game-based mathematics education: Embedded faded worked examples facilitate knowledge acquisition

Vrugte, Judith ter; Jong, Ton de; Vandercruysse, Sylke; Wouters, Pieter; Oostendorp, Herre van; Elen, Jan

doi:10.1016/j.learninstruc.2016.11.007

Cited by 39 publications

(18 citation statements)

References 47 publications

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“…The majority of papers within this table dealt with educational games (E) ( Vrugte et al 2017;Diah et al 2012;Monteiro et al 2011;Norton et al 2008). Many appear to have been designed exclusively for the research study, e.g.…”

Section: Game Typementioning

confidence: 99%

“…A majority of studies were undertaken inside the classroom, with attempts made to place the learning within a normal school context (So 2012 Vrugte et al 2017) were undertaken that took learning outside the usual school environment, e.g. as a focus on student engagement with games at home (Neville et al 2009), or interventions where students were removed from regular lessons to play the game (Shafie and Ahmad 2010).…”

Section: Settingmentioning

confidence: 99%

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Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

2019

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Student-centred learning forms a major driver behind educational policy and practice in the modern day. With a drive towards embracing the possibilities of technology within the classroom, especially digital video games, it is vital to have an understanding of where such games are delivering and where their potential has yet to be explored. With this in mind, it is important to survey the existing literature to establish the level to which the promise of studentcentred learning is being delivered through digital video games. This study presents a conceptual framework based upon a systematic literature review of developments in studentcentred digital game-based learning, and seeks to establish the extent to which all tenets of student-centred learning and principles of digital game-based learning are embraced within such applications. A thematic analysis identifies the common themes of game and intervention design while integrating and conceptually linking the key concepts of student-centred learning and digital game-based learning. This leads to the development of a conceptual framework allowing classification of the literature according to common themes. Inclusion criteria include the presence of student-centred learning concepts, with a game-based focus including specifically digital video games. Inclusion was limited to papers published since 2007. The literature analysis identifies a number of themes; these were primarily the types of player engagement: single player, mixed and multiplayer, along with principles of game design and the key tenets of student-centred learning. A preponderance of games and interventions utilising single player experiences and focusing on implementing the active learning tenet of studentcentred learning were observed. Areas relating to multiplayer engagements and the social aspects of student-centred learning such as mutual respect receive comparatively less attention in games and research. In order to fully embrace the possibilities offered by student-centred digital game-based learning, it is important not to neglect lessons learned in the development

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Section: Game Typementioning

confidence: 99%

Section: Settingmentioning

confidence: 99%

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

2019

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“…Presenting high-performing students with worked solutions containing already known or no longer needed procedural reminders are processed as redundant information which may increase the extrinsic load for higher-ability learners thus limiting, or even reversing, the benefits from studying worked examples [26,44]. However, methods for presenting worked examples that require the student to engage in actively building their conceptual schemas, such as interleaving problem solving and worked examples, fading worked examples, and presenting incomplete worked examples, may be beneficial for higher-performing individuals [18,45,46].…”

Section: B Learning From Worked Examplesmentioning

confidence: 99%

Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos

Morphew

Gladding

Mestre

2020

Phys. Rev. Phys. Educ. Res.

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Students must actively engage in problem solving to effectively learn in introductory physics courses. However, students often get stuck and are not able to make progress when solving problems outside of their current ability, particularly when one-on-one tutoring and instructor office hours are a limited resource. One effective technique consists of providing students with worked examples during the problem-solving process. While the benefits of worked examples are well established, less is known about how the format of the worked example affects student learning, or the effect of solution videos on student metacognition. This study presents three experiments investigating how the format of animated worked examples affects student learning and metacognition. The results indicate that students learn equally well from different styles of solution videos that follow multimedia learning principles. In addition, attempting to solve problems before viewing the solution videos facilitates learning for problems just outside a student's current ability, but not for more difficult problems. Further, attempting to solve very difficult problems before viewing animated solution videos can potentially lead to overconfidence, where students believe that they learned more from the solutions than they have actually learned.

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“…In addition, next is the Serious Game, which is also known as educational games (Jong et al, 2017). Serious Game has a specific purpose but lack the entertainment aspects.…”

Section: Terms Of Games In Education Technologymentioning

confidence: 99%

Exploring the Digital Game-Based Elements in Mathematics Education: A Meta-Analysis Review

Harikrishnan¹,

Halim²,

Harun³

et al. 2019

ujer

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This paper is an attempt to analyze critically the existing empirical studies of digital game-based learning courseware in Mathematics education. The major purpose of this meta-analysis is to identify effective game-based element to customize an engaging learning courseware. The meta-analysis was done focusing on Mathematical subjects to understand how digital game-based learning affects the learners' knowledge in mastering new Mathematical concepts. This article review is comprised of 17 empirical studies which were constructed on different framework of game-based elements. The findings revealed that there are twelve essential game-based elements namely fun, play, rules, goals, interaction, outcome, adaptive, winning conflict, problem solving, interaction and representation which are essential to create sense of engaging when adapting DGBL Courseware in Mathematics' education. The systemic review enables the researcher to design a game model for Mathematics learning.

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Computer game-based mathematics education: Embedded faded worked examples facilitate knowledge acquisition

Cited by 39 publications

References 47 publications

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos

Exploring the Digital Game-Based Elements in Mathematics Education: A Meta-Analysis Review

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