The Effects of Fully and Partially In-Game Guidance on Players' Declarative and Procedural Knowledge With a Disaster Preparedness Serious Game

2020 ◽  
Vol 12 (4) ◽  
pp. 23-37
Author(s):  
Ting Zhou ◽  
Christian S. Loh
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Disaster Preparedness ◽  
Serious Games ◽  
Procedural Knowledge ◽  
Declarative Knowledge ◽  
Serious Game ◽  
Moderator Effect ◽  
Interaction Term ◽  
The Relationship

Studies suggest that serious games are useful tools for disaster preparedness training, but few have examined if instructional factors differentially affect the learning outcomes. This study investigated the effects of players' gaming frequency, prior knowledge, and in-game guidance received on their declarative and procedural knowledge in a disaster preparedness serious game. Findings showed that gaming frequency was not a significant predictor for learning outcomes. By contrast, players' prior knowledge, the types of in-game guidance received, and the interaction between the two were all significant predictors for the acquisition of declarative knowledge and development of procedural knowledge. The interaction term revealed a moderator effect, indicating that the relationship between a player's prior knowledge and learning outcomes was affected by the type of in-game (full or partial) guidance received.

scholarly journals Serious Games in Surgical Medical Education: A Virtual Emergency Department as a Tool for Teaching Clinical Reasoning to Medical Students (Preprint)

2018 ◽  
Author(s):  
Seung-Hun Chon ◽  
Ferdinand Timmermann ◽  
Thomas Dratsch ◽  
Nikolai Schuelper ◽  
Patrick Plum ◽  
...  
Keyword(s):  
Emergency Department ◽  
Medical Students ◽  
Student Satisfaction ◽  
Serious Games ◽  
Procedural Knowledge ◽  
Multiple Choice ◽  
Declarative Knowledge ◽  
Serious Game ◽  
University Hospital ◽  
Multiple Choice Questions

BACKGROUND Serious games enable the simulation of daily working practices and constitute a potential tool for teaching both declarative and procedural knowledge. The availability of educational serious games offering a high-fidelity, three-dimensional environment in combination with profound medical background is limited, and most published studies have assessed student satisfaction rather than learning outcome as a function of game use. OBJECTIVE This study aimed to test the effect of a serious game simulating an emergency department (“EMERGE”) on students’ declarative and procedural knowledge, as well as their satisfaction with the serious game. METHODS This nonrandomized trial was performed at the Department of General, Visceral and Cancer Surgery at University Hospital Cologne, Germany. A total of 140 medical students in the clinical part of their training (5th to 12th semester) self-selected to participate in this experimental study. Declarative knowledge (measured with 20 multiple choice questions) and procedural knowledge (measured with written questions derived from an Objective Structured Clinical Examination station) were assessed before and after working with EMERGE. Students’ impression of the effectiveness and applicability of EMERGE were measured on a 6-point Likert scale. RESULTS A pretest-posttest comparison yielded a significant increase in declarative knowledge. The percentage of correct answers to multiple choice questions increased from before (mean 60.4, SD 16.6) to after (mean 76.0, SD 11.6) playing EMERGE (P<.001). The effect on declarative knowledge was larger in students in lower semesters than in students in higher semesters (P<.001). Additionally, students’ overall impression of EMERGE was positive. CONCLUSIONS Students self-selecting to use a serious game in addition to formal teaching gain declarative and procedural knowledge.

scholarly journals Video Game Self-efficacy and its Effect on Training Performance

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Skilan A. Ortiz ◽  
Clint A. Bowers ◽  
Janis A. Cannon-Bowers
Keyword(s):  
Task Performance ◽  
Video Game ◽  
Self Efficacy ◽  
Serious Games ◽  
Declarative Knowledge ◽  
Traditional Methods ◽  
Training Performance ◽  
Efficacy Expectations ◽  
Effective Training ◽  
The Relationship

This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance.

scholarly journals Motivational and Emotional Orientation, Engagement, and Achievement in Mathematics. A Case Study With One Sixth-Grade Classroom Working With an Electronic Textbook on Fractions

2021 ◽  
Vol 6 ◽  
Author(s):  
Frank Reinhold ◽  
Stefan Hoch ◽  
Anja Schiepe-Tiska ◽  
Anselm R. Strohmaier ◽  
Kristina Reiss
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Cognitive Learning ◽  
Sixth Grade ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Electronic Textbook ◽  
The Relationship ◽  
Grade Classroom

Interactive and adaptive scaffolds implemented in electronic mathematics textbooks bear high potential for supporting students individually in learning mathematics. In this paper, we argue that emotional and behavioral engagement may account for the effectiveness of such digital curriculum resources. Following the general model for determinants and course of motivated action, we investigated the relationship between students’ domain-specific motivational and emotional orientations (person)—while working with an electronic textbook on fractions (situation), their emotional and behavioral engagement while learning (action), and their achievement after tuition (outcome). We conducted a case-study with N = 27 students from one sixth-grade classroom, asking about the relationship between students’ motivational and emotional orientations and their emotional and behavioral engagement, and whether emotional and behavioral engagement are unique predictors of students’ cognitive learning outcomes while working with an e-textbook. For that, we designed a four-week-intervention on fractions using an e-textbook on iPads. Utilizing self-reports and process data referring to students’ interactions with the e-textbook we aimed to describe if and how students make use of the offered learning opportunities. Despite being taught in the same classroom, results indicated large variance in students’ motivational and emotional orientations before the intervention, as well as in their emotional and behavioral engagement during the intervention. We found substantial correlations between motivational and emotional orientations (i.e., anxiety, self-concept, and enjoyment) and emotional engagement (i.e., intrinsic motivation, competence and autonomy support, situational interest, and perceived demand)—with positive orientations being associated with positive emotional engagement, as expected. Although the correlations between orientations and behavioral engagement (i.e., task, exercise, and hint count, problem solving time, and feedback time) also showed the expected directions, effect sizes were smaller than for emotional engagement. Generalized linear mixed models revealed that emotional engagement predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with prior knowledge was a significant predictor. Taken together, they accounted for a variance change of 44% in addition to prior knowledge. We conclude that when designing digital learning environments, promoting engagement—in particular in students who share less-promizing prerequisites—should be considered a key feature.

From Learning to Assessment. Utilizing Blockchain Technologies in Gaming Environments to Secure Learning Outcomes and Test Results

2019 ◽  
Vol 3 (2) ◽  
pp. 172-192 ◽  
Author(s):  
Michael Black ◽  
Lloyd Donelan ◽  
Trevor Higgins ◽  
Nikolaus Koenig ◽  
Brenton Lenzen ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Serious Games ◽  
Digital Games ◽  
Serious Game ◽  
Test Results ◽  
Iterative Design ◽  
Category System ◽  
Secure Learning

This study, pursues the following three goals, namely the introduction and discussion regarding Blockchain technologies in education in general and serious games in particular; a definition and proposal of a category system for digital games with the aim not only to teach but also to assess; and a description of the serious game Gallery Defender, one of the very first games which maps grades/certificates for the player/learner as well as further information for the teacher on Blockchain. This game is currently in the middle of an iterative design process and the authors describe the used Blockchain approach of the first iteration of the game to inspire further developments in this direction, especially for the Maltese audience, as Malta is perceived as the leading EU country in the field of Blockchain regulation.

Help Avoidance: When Students Should Seek Help, and the Consequences of Failing to Do So

2017 ◽  
Vol 119 (3) ◽  
pp. 1-24
Author(s):  
Victoria Almeda ◽  
Ryan Baker ◽  
Albert Corbett
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
Adaptive Learning ◽  
Self Regulation ◽  
Motivational Orientation ◽  
Problem Solving Skills ◽  
Robust Learning ◽  
Cognitive Tutor ◽  
The Relationship

Background Across computer-based and traditional classroom settings, recent studies have identified motivational orientation, prior knowledge, self-regulation, and cognitive load as possible factors that affect help-seeking behaviors and their impact on learning. However, the question of whether there is an optimal point for determining when a student needs help has not been fully explored. Purpose of Study Using data from two modules of the Genetics Cognitive Tutor, the present study investigates this question by examining whether the relationship of help avoidance (failing to seek help when it is needed) and student learning is dependent on the student's level of prior knowledge. We also investigate how the relationship between help avoidance and student learning is mediated by the amount of prior practice, or the number of attempts at a problem step. Research Design We obtained existing data from the use of the Genetics Cognitive Tutor. We conducted a series of correlational analyses to better understand the relationship between help avoidance and student learning. We correlated students’ proportions of help avoidance at different levels of knowledge with measures of robust learning. We also analyzed the relationship between students’ proportions of help avoidance and measures of robust learning, taking the amount of practice or the number of attempts at a problem step into account. Results Our findings suggest that, except at very high or very low knowledge, help avoidance is generally stably (negatively) related to robust learning outcomes. Our results also indicate that help avoidance is more strongly associated with learning outcomes early in the practice sequence, suggesting that students should be encouraged to seek help on problem-solving skills on the first problem, rather than waiting until later problems. Similarly, our results reveal that help avoidance is more negatively associated with learning outcomes on early attempts at a problem step than on later attempts, indicating that students should be encouraged to seek help on the first attempt if help is needed. Conclusions These findings represent a step toward understanding when students should seek help, with the potential of improving the design of metacognitive support within adaptive learning systems.

scholarly journals Pre-services biology teachers: correlation of metacognition awareness with the ability to design experiments through vee diagram

Biosfer ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 143-154
Author(s):  
H Handayani ◽  
Rahma Widiantie
Keyword(s):  
Procedural Knowledge ◽  
Sampling Technique ◽  
Private University ◽  
Declarative Knowledge ◽  
Limited Knowledge ◽  
Correlational Research ◽  
Thinking Process ◽  
Metacognitive Awareness Inventory ◽  
The Relationship ◽  
Design Experiments

Practice plays a role in explaining theory through the form of laboratory activities. Practice in the form of investigation, such as designing experiments, is a form of practice that focuses on the thought thinking process compared to the verification practice. Designing experiments in the form of the Vee diagram are a practice that develops the thought process and metacognition awareness, and it has been one of the factors associated with design experiments. This study aimed to analyze the correlation of metacognition awareness towards the ability to design experiments that are outlined in the form of a Vee Diagram. The method used was correlational research that measured the relationship between metacognition awareness indicators. It consisted of declarative knowledge, procedural knowledge, limited knowledge, and cognition regulation with the ability to design experiments. The sampling technique used purposive sampling with  28 students of the third semester of a private university in Kuningan. Instruments in this study consisted of the Vee Diagram rubric and the Metacognitive Awareness Inventory (MAI) for metacognition awareness. The results showed that there was a correlation between declarative knowledge, procedural knowledge, limited knowledge, and cognition regulation simultaneously with the ability to design experiments by 63.4%. The remaining 36.6% came from other factors.

scholarly journals Assessment-driven Learning through Serious Games: Guidance and Effective Outcomes

2018 ◽  
Vol 8 (5) ◽  
pp. 3304
Author(s):  
Othman Bakkali Yedri ◽  
Lotfi El Aachak ◽  
Mohamed Bouhorma
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Serious Games ◽  
Serious Game ◽  
Assessment Design ◽  
Detailed Assessment

<p>Evaluation in serious games is an important aspect; it aims to evaluate the good transmission of pedagogical objectives, the performance of student in relation to these objectives defined in the pedagogical scenario, the content of the course and the predefined criteria. However, the effectiveness of learning is under-studied due to the complexity involved to gamify the assessment concept, particularly when it comes to intangible measures related to the progression of learning outcomes, which is among the most important aspects of evaluation in serious games. This paper reviews the literature regarding assessment due to their importance in the learning process with a detailed assessment plan applied on serious game. Then, it presents a framework used to facilitate the assessment design integrated in serious games. Finally, a significant example of how the proposed framework proved successful with corresponding results will conclude the paper.</p>

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