scholarly journals “Because I'm Bad at the Game!” A Microanalytic Study of Self Regulated Learning in League of Legends

2021 ◽  
Vol 12 ◽  
Author(s):  
Erica Kleinman ◽  
Christian Gayle ◽  
Magy Seif El-Nasr

Self-regulated learning (SRL) is a form of learning guided by the student's own meta-cognition, motivation, and strategic action, often in the absence of an educator. The use of SRL processes and skills has been demonstrated across numerous academic and non-academic contexts including athletics. However, manifestation of these processes within esports has not been studied. Similar to traditional athletes, esports players' performance is likely correlated with their ability to engage SRL skills as they train. Thus, the study of SRL in the context of esports would be valuable in supporting players' learning and mastery of play through specialized training and computational support. Further, an understanding of how SRL manifests in esports would highlight new opportunities to use esports in education. Existing work on SRL in games, however, predominantly focuses on educational games. In this work, we aim to take a first step in the study of SRL in esports by replicating Kitsantas and Zimmerman's (2002) volleyball study in the context of League of Legends. We compared the self-regulatory processes of expert, non-expert, and novice League of Legends players, and found that there were significant differences for processes in the forethought phase. We discuss three implications of these findings: what they mean for the development of future computational tools for esports players, implications that esports may be able to teach SRL skills that transfer to academics, and what educational technology can learn from esports to create more effective tools.

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.


2020 ◽  
Vol 61 (1) ◽  
pp. 67-83 ◽  
Author(s):  
Janeen Antonelli ◽  
Sara Jolly Jones ◽  
Andrea Backscheider Burridge ◽  
Jacqueline Hawkins

2011 ◽  
Vol 16 (8) ◽  
pp. 650-660 ◽  
Author(s):  
Laura E. Knouse ◽  
Arthur D. Anastopoulos ◽  
John Dunlosky

2009 ◽  
Vol 24 (1) ◽  
pp. 79-96 ◽  
Author(s):  
Koen Lombaerts ◽  
Free De Backer ◽  
Nadine Engels ◽  
Johan van Braak ◽  
James Athanasou

2020 ◽  
Vol 32 (4) ◽  
pp. 1089-1126 ◽  
Author(s):  
Matthias Nückles ◽  
Julian Roelle ◽  
Inga Glogger-Frey ◽  
Julia Waldeyer ◽  
Alexander Renkl

Abstract We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing needs to be instructionally supported. Accordingly, we have set up a research program—the Freiburg Self-Regulated-Journal-Writing Approach—in which we developed and tested different instructional support methods to foster learning outcomes by optimizing cognitive load during self-regulated learning by journal writing. We will highlight the main insights of our research program which are synthesized from 16 experimental and 4 correlative studies published in 16 original papers. Accordingly, we present results on (1) the effects of prompting germane processing in journal writing, (2) the effects of providing worked examples and metacognitive information to support students in effectively exploiting prompted journal writing for self-regulated learning, (3) the effects of adapting and fading guidance in line with learners’ expertise in self-regulated learning, and (4) the effects of journal writing on learning motivation and motivation to write. The article closes with a discussion of several avenues of how the Freiburg Self-Regulated-Journal-Writing Approach can be developed further to advance research that integrates self-regulated learning with cognitive load theory.


Sign in / Sign up

Export Citation Format

Share Document