Promoting science learning in game-based learning with question prompts and feedback

Victor Law, Ching Huei Chen

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The purpose of this study was to examine the effects of the types of question prompts (Knowledge vs. Application Prompts) and feedback types (Knowledge of Correct Response (KCR) vs. Elaborated Response (ER) on science learning outcomes in a game-based learning environment. One hundred and five students from a secondary school in Taiwan were randomly assigned into four conditions: Knowledge-KCR, Knowledge-ER, Application-KCR, and Application-ER in a game-based learning environment to learn the concepts of force and motion. The results suggested that students with the knowledge prompts outperformed students with application prompts. In addition, we found that the types of question prompts and the types of feedback had an interaction effect on students' learning. Specifically, students with ER feedback performed better than those with KCR feedback when knowledge prompts were given; however, students with KCR feedback performed better than those with ER feedback when application prompts were given.

Original languageEnglish
Pages (from-to)134-143
Number of pages10
JournalComputers and Education
Volume103
DOIs
Publication statusPublished - 2016 Dec 1

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Students
Feedback
science
learning
student
learning environment
Taiwan
secondary school
interaction

All Science Journal Classification (ASJC) codes

  • Computer Science(all)
  • Education

Cite this

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Promoting science learning in game-based learning with question prompts and feedback. / Law, Victor; Chen, Ching Huei.

In: Computers and Education, Vol. 103, 01.12.2016, p. 134-143.

Research output: Contribution to journalArticle

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