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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/4525

Title: A quest for meta-learning gains in a physics serious game
Authors: Verpoorten, Dominique
Castaigne, Jean-Loup
Westera, Wim
Specht, Marcus
Keywords: Serious games
Meta-cognition
Reflection
Secondary school
Science learning
Game-based learning
Confidence degrees
Confidence marking
Reflection amplifiers
Elektra
Issue Date: 21-Nov-2012
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.
Description: Verpoorten, D., Castaigne, J.-L., Westera, W., & Specht, M. (2012). A quest for meta-learning gains in a physics serious game. Education and Information Technologies. Advanced online publication: 10.1007/s10639-012-9219-7
URI: http://hdl.handle.net/1820/4525
ISSN: 1360-2357
1573-7608
Appears in Collections:1. LMedia: Publications and Preprints

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