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To solve or to observe? The case of problem‐solving interactivity within child learning games
Author(s) -
Tetourová Tereza,
Hannemann Tereza,
Javora Ondřej,
Volná Kristina,
Šisler Vít,
Brom Cyril
Publication year - 2020
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12454
Subject(s) - interactivity , animation , comprehension , context (archaeology) , computer science , psychology , interactive learning , mathematics education , multimedia , educational technology , subject (documents) , human–computer interaction , cognitive psychology , world wide web , paleontology , computer graphics (images) , biology , programming language
Abstract We explored whether problem‐solving interactivity within an instructional game fosters learning for children aged 8–10 years. Participants ( N = 139) studied a biological topic either through a game‐based learning environment (in which they solved assigned problems by interacting with a plant model) or from a standard learning environment (in which they observed how the problems were solved in an animation) (i.e., between‐subject design). The treatments were equal with regard to learning content and guidance. No between‐group differences in learning outcomes were detected (comprehension: d = 0.16; transfer: d = −0.01). Self‐rating of enjoyment tended to be higher in the game group ( d = 0.32), and when the children could choose between the treatments in a free‐choice period, they strongly preferred the interactive game (87.5%). The results suggest that both the interactive and the non‐interactive treatments are useful, but their applicability may differ depending on the learning context (e.g., school vs. home).