University of Twente Student Theses
The effect of transactive dialogue prompting in a collaborative serious game in secondary education
Hartery, Kevin John (2023) The effect of transactive dialogue prompting in a collaborative serious game in secondary education.
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| Abstract: | Collaborative serious games provide opportunities for deep learning as they can encourage students to discuss, critique, and integrate explanations offered by their peers. When students do this, they are engaged in transactive dialogue. However, without support, students often do not engage in transactive dialogue which can threaten the learning outcomes of collaborative serious games. Prompting can be used to encourage students to offer explanations to the group, providing a basis for transactive dialogue. As such, this study aimed to investigate the effect of transactive dialogue prompting on the effectiveness of a collaborative serious game. A tablet-based game training proportional reasoning was used in a small group setting in a first-year group at a secondary school in Ireland. Both learning and transactive dialogue did occur during the game, but the results found no effect for prompting on the level of transactive dialogue or learning. However, students in the experimental condition did make less incorrect moves during the game, suggesting that students may have thought more deeply about their actions. As such, transactive dialogue prompting may be of educational benefit. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/97220 |
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