Learning loops: Interactions between guided reflection and experience-based learning in a serious game activity

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game with a 3-min half-time break to complete an affect self-report form while 25 also participated in a 20-min reflective group discussion during their half-time break. During the discussion, they were asked by an experimenter to reflect on a set of topics related to the game. We present the analysis of the questionnaires, which illustrates that contrary to our expectations the reflection period had a negative effect on the learning of the players as judged by their performance on closed-form questions at levels 1–5 (out of 6) on the Bloom taxonomy of learning outcomes. The questionnaire also included a few open questions which gave the players a possibility to display deep (level 6) learning. The players did not differ significantly between conditions regarding the questions measuring deep learning.
Alkuperäiskielienglanti
LehtiJournal of Computer Assisted Learning
Vuosikerta29
Numero4
Sivut348-370
Sivumäärä23
ISSN0266-4909
DOI - pysyväislinkit
TilaJulkaistu - 2013
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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title = "Learning loops: Interactions between guided reflection and experience-based learning in a serious game activity",
abstract = "In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game with a 3-min half-time break to complete an affect self-report form while 25 also participated in a 20-min reflective group discussion during their half-time break. During the discussion, they were asked by an experimenter to reflect on a set of topics related to the game. We present the analysis of the questionnaires, which illustrates that contrary to our expectations the reflection period had a negative effect on the learning of the players as judged by their performance on closed-form questions at levels 1–5 (out of 6) on the Bloom taxonomy of learning outcomes. The questionnaire also included a few open questions which gave the players a possibility to display deep (level 6) learning. The players did not differ significantly between conditions regarding the questions measuring deep learning.",
keywords = "516 Educational sciences",
author = "Benjamin Cowley and Tuija Heikura and Niklas Ravaja",
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Learning loops: Interactions between guided reflection and experience-based learning in a serious game activity. / Cowley, Benjamin; Heikura, Tuija; Ravaja, Niklas.

julkaisussa: Journal of Computer Assisted Learning, Vuosikerta 29, Nro 4, 2013, s. 348-370.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - Learning loops: Interactions between guided reflection and experience-based learning in a serious game activity

AU - Cowley, Benjamin

AU - Heikura, Tuija

AU - Ravaja, Niklas

PY - 2013

Y1 - 2013

N2 - In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game with a 3-min half-time break to complete an affect self-report form while 25 also participated in a 20-min reflective group discussion during their half-time break. During the discussion, they were asked by an experimenter to reflect on a set of topics related to the game. We present the analysis of the questionnaires, which illustrates that contrary to our expectations the reflection period had a negative effect on the learning of the players as judged by their performance on closed-form questions at levels 1–5 (out of 6) on the Bloom taxonomy of learning outcomes. The questionnaire also included a few open questions which gave the players a possibility to display deep (level 6) learning. The players did not differ significantly between conditions regarding the questions measuring deep learning.

AB - In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game with a 3-min half-time break to complete an affect self-report form while 25 also participated in a 20-min reflective group discussion during their half-time break. During the discussion, they were asked by an experimenter to reflect on a set of topics related to the game. We present the analysis of the questionnaires, which illustrates that contrary to our expectations the reflection period had a negative effect on the learning of the players as judged by their performance on closed-form questions at levels 1–5 (out of 6) on the Bloom taxonomy of learning outcomes. The questionnaire also included a few open questions which gave the players a possibility to display deep (level 6) learning. The players did not differ significantly between conditions regarding the questions measuring deep learning.

KW - 516 Educational sciences

U2 - 10.1111/jcal.12013

DO - 10.1111/jcal.12013

M3 - Article

VL - 29

SP - 348

EP - 370

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 4

ER -