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Describing and Studying Domain-Specific Serious GamesThe Role of Curiosity-Triggering Events in Game-Based Learning for Mathematics

Describing and Studying Domain-Specific Serious Games: The Role of Curiosity-Triggering Events in... [In this study, we investigate whether cognitive conflicts induced by curiosity-triggering events have a positive impact on learning and motivation. In two experiments, we tested a game about proportional reasoning for secondary prevocational students. Experiment 1 used a curiosity-triggering vs. control condition pretest–posttest design. The control condition received the game without curiosity-triggering events. The results provided evidence that the game improves proportional reasoning skills. Although game performance was positively related to posttest performance, the hypothesized higher increase in learning and motivation after curiosity-triggering events was not found. Based on the results of Experiment 1, the game was adapted. Experiment 2 showed basically the same pattern of results, but we did not find a learning effect after playing the game. In the Discussion, we suggest additional research with think-aloud and/or eye-tracking to map the actual thoughts after the curiosity-triggering events. In addition, we propose some alternative implementations to evoke cognitive conflicts.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Describing and Studying Domain-Specific Serious GamesThe Role of Curiosity-Triggering Events in Game-Based Learning for Mathematics

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References (30)

Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2015
ISBN
978-3-319-20275-4
Pages
191 –207
DOI
10.1007/978-3-319-20276-1_12
Publisher site
See Chapter on Publisher Site

Abstract

[In this study, we investigate whether cognitive conflicts induced by curiosity-triggering events have a positive impact on learning and motivation. In two experiments, we tested a game about proportional reasoning for secondary prevocational students. Experiment 1 used a curiosity-triggering vs. control condition pretest–posttest design. The control condition received the game without curiosity-triggering events. The results provided evidence that the game improves proportional reasoning skills. Although game performance was positively related to posttest performance, the hypothesized higher increase in learning and motivation after curiosity-triggering events was not found. Based on the results of Experiment 1, the game was adapted. Experiment 2 showed basically the same pattern of results, but we did not find a learning effect after playing the game. In the Discussion, we suggest additional research with think-aloud and/or eye-tracking to map the actual thoughts after the curiosity-triggering events. In addition, we propose some alternative implementations to evoke cognitive conflicts.]

Published: Jul 25, 2015

Keywords: Curiosity; Game-based learning; Cognition; Motivation; Mathematics

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