Dizin Eklenmedi

Optimizing Learning from Educational Games: A Qualitative Exploration of Teacher-Mediated Gameplay

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Abstract: While many studies report positive learning findings from digital games, the evidence remains largely inconclusive. Some authors argue this can be resolved by broadening our research focus to include not only learning from games per se but also learning with games. This necessitates considering how both social others, such as teachers and peers, and cultural artifacts, such as tools and signs, can enhance digital game-based learning. The present multiple case study contributes to this direction by using sociocultural theory as a framework to examine how gameplay is mediated by teacher interventions. The study participants, 12 fifth graders, were randomly assigned to two conditions in one of which teacher intervention was allowed. The students worked in groups and were asked to collaboratively play Crayon Physics Deluxe, a 2D simulation game targeting the area of mechanics. Following a pre-test, the students played 5 game levels in each condition and were subsequently post-tested. While the two conditions did not differ in terms of product measures such as performance, considerable differences favoring the teacher mediated gameplay condition emerged when considering process measures: (a) most of the students used scientific concepts as opposed to everyday concepts, and (b) the students were required to negotiate concepts on a conscious level. The implications of these findings for the study of game-based learning are discussed.

Keywords: Digital games, Physics, mediation, Sociocultural Theory, scientific concepts, everyday concepts


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