A quest for meta-learning gains in a physics serious game

Dominique Verpoorten, Jean-Loup Castaigne, Wim Westera, Marcus Specht

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    This paper describes how a short, repeated and structured opportunity to reflect was integrated in the storyline of a serious game in order to stimulate the development of a meta-cognitive skill: the ability to self-assess the degree of confidence in own answers. An empirical validation of the approach, conducted with 28 college pupils, delivers an uncommon pattern: while the cognitive benefits—the acquisition of academic knowledge in optics—are negligible and mixed up, the meta-cognitive gains present a raising tendency. The experiment also demonstrates that reflection does not necessarily hamper the game flow, if certain conditions, discussed in the paper, are met.
    Original languageEnglish
    Pages (from-to)361-374
    Number of pages14
    JournalEducation and Information Technologies
    Volume19
    Issue number2
    Early online date25 Oct 2012
    DOIs
    Publication statusPublished - Jun 2014

    Keywords

    • Serious games
    • Meta-cognition
    • Reflection
    • Secondary school
    • Science learning
    • Game-based learning
    • Confidence degrees
    • Confidence marking
    • Reflection amplifiers
    • Elektra
    • Seconday school pupils

    Fingerprint Dive into the research topics of 'A quest for meta-learning gains in a physics serious game'. Together they form a unique fingerprint.

    Cite this