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 language | English |
|---|---|
| Pages (from-to) | 134-143 |
| Number of pages | 10 |
| Journal | Computers and Education |
| Volume | 103 |
| DOIs | |
| Publication status | Published - 2016 Dec 1 |
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All Science Journal Classification (ASJC) codes
- Computer Science(all)
- Education
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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 journal › Article
TY - JOUR
T1 - Promoting science learning in game-based learning with question prompts and feedback
AU - Law, Victor
AU - Chen, Ching Huei
PY - 2016/12/1
Y1 - 2016/12/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84992221651&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84992221651&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2016.10.005
DO - 10.1016/j.compedu.2016.10.005
M3 - Article
VL - 103
SP - 134
EP - 143
JO - Computers and Education
JF - Computers and Education
SN - 0360-1315
ER -