Het testen of een enkelvoudige strategie methode effectiever werkt dan een meervoudige strategieën methode voor het leren met een educatief rekenspel.

Boomsluiter, W.W. (2015) Het testen of een enkelvoudige strategie methode effectiever werkt dan een meervoudige strategieën methode voor het leren met een educatief rekenspel.

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Abstract:This study researched the effects of single and multiple strategy instruction on prevocational students (dutch: VMBO-TL) game-based learning of proportional reasoning. Effects on both learning gains and game-performance were evaluated. The current study evaluated the effects of strategy use on students success to solve proportional problems and near-transfer problems. The design of the current study contained two conditions: One condition which was provided with only one solution strategy, and one condition which was provided with three solution strategies. There was one significant learning effects found between the conditions, in which the one-strategy condition improved in quality of domain knowledge. There were no difference found in learning gains. It was found that students in the one-strategy condition got a higher score only in percentage correct in the math game, and thus were more effective but not more efficient. This supports the hypothesis that the one strategy condition would score better than the multiple strategy condition. There was also found that students without a fluency in math, scored better on the transfer problems in the one-strategy condition than in the multiple-strategy condition, which is contradictory with the hypothesis that students without a fluency in math would give a smaller effect than students with fluency.
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/68302
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