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Title: Capturing Learners’ Interactions with Multimedia Science Content Over Time during Game-based Learning
Authors: Dever, Daryn A.
Banzon, Allison M.
Ballelos, Nikki Anne M.
Azevedo, Roger
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Dever, D. A., Banzon, A. M., Ballelos, N. A., & Azevedo, R. (2021). Capturing Learners’ Interactions with Multimedia Science Content Over Time during Game-based Learning. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 195-202). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Learners demonstrate difficulties effectively deploying self-regulated learning (SRL) strategies while using game-based learning environments (GBLEs). Features designed to scaffold and support learners’ SRL with GBLEs may limit autonomy and impact their performance. However, the effectiveness of limiting autonomy as individual learners engage in SRL over time (i.e., throughout a 90-minute learning session) has been largely unexplored. Therefore, this study examines how learners’ prior knowledge and varying levels of autonomy (i.e., full versus partial) moderate the relationship between fixation durations over time on different information representations (i.e., books and research articles, conversations, posters) that are either considered relevant or irrelevant to the pre-test. Undergraduate students (N=82) learned with Crystal Island, a microbiology GBLE. Results identified interaction effects between (1) fixation durations and representations on learning gains and (2) text relevance, type of representation, and relative game time as well as a moderating effect of autonomy.
Appears in Collections:ISLS Annual Meeting 2021

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