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Domeinspecifieke vragen voorafgaand aan game-based learning

Buld, M.A.W. (2014) Domeinspecifieke vragen voorafgaand aan game-based learning.

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Abstract:This study has the purpose of gaining more insight into the factors that determine the effectiveness of game-based learning (GBL). It is assumed that educational support wich helps students in selecting the correct information and integrating this information into existing knowledge contributes to the effectiveness of GBL. This study examines whether pupils who are primed through questions that activate specific knowledge have higher learning performance after playing an educational game than those who are not primed before playing. Learning performance is measured in two ways, namely through the game score and the score on the knowledge test. The results show that there were no significant differences in learning performance between the two conditions; the control group, which are not primed, and the experimental group that has been primed. Furthermore, no relationship was found between the score on the domain-specific questions before (as a measure of the amount activated knowledge) and the learning performance measures. Based on the results it can be concluded that the use of domain-specific questions before learning through GBL in this study have no positive effect on learning performance. Key-words: game-based learning, priming, domeinspecific questions
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/65637
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