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To solve or to observe? The case of problem-solving interactivity within child learning games

Publication at Faculty of Mathematics and Physics, Central Library of Charles University, Faculty of Education, Faculty of Arts |
2020

Abstract

We explored whether problem-solving interactivity within an instructional game fos- ters learning for children aged 8-10 years. Participants (N = 139) studied a biological topic either through a game-based learning environment (in which they solved assigned problems by interacting with a plant model) or from a standard learning environment (in which they observed how the problems were solved in an animation) (i.e., between-subject design).

The treatments were equal with regard to learning con- tent and guidance. No between-group differences in learning outcomes were detected (comprehension: d = 0.16; transfer: d = -0.01).

Self-rating of enjoyment tended to be higher in the game group (d = 0.32), and when the children could choose between the treatments in a free-choice period, they strongly preferred the interactive game (87.5%). The results suggest that both the interactive and the non- interactive treatments are useful, but their applicability may differ depending on the learning context (e.g., school vs. home).