University of Twente Student Theses
Strategie-instructie bij serious gaming: expliciet versus adaptief. Een onderzoek naar de effecten van strategie-instructie bij serious gaming op de domeinkennis en self-efficacy van vmbo-leerlingen
Verhagen, K. (2015) Strategie-instructie bij serious gaming: expliciet versus adaptief. Een onderzoek naar de effecten van strategie-instructie bij serious gaming op de domeinkennis en self-efficacy van vmbo-leerlingen.
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| Abstract: | This study measured the impact of strategy instruction in combination with serious gaming on the proportional reasoning of prevocational students (in Dutch: vmbo). A distinction was made between explicit strategy instruction (learning one standard operational solving strategy) and adaptive strategy condition (learning multiple solving strategies). Participating prevocational students received explicit (N = 30) or adaptive (N = 41) strategy instruction regarding proportional reasoning. Then, the students played a serious game in which they were prompted to apply the learned strategies. The domain knowledge and self-efficacy of the students improved. No significant effect of condition (explicit and adaptive) was found. Against expectations, students from the ASI-condition completed more problems in the serious game than students from the ESI-condition did. Follow-up research is needed to clarify how the content of strategy instruction needs to be designed to optimize learning with serious games. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology, 81 education, teaching |
| Programme: | Psychology MSc (66604) |
| Link to this item: | https://purl.utwente.nl/essays/68214 |
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