University of Twente Student Theses

Login

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.

[img] PDF
3MB
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:http://purl.utwente.nl/essays/68214
Export this item as:BibTeX
EndNote
HTML Citation
Reference Manager

 

Repository Staff Only: item control page