Learning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes

International Review of Research in Open and Distance Learning

Volumn 13, Issue 3, 2012, Pages 206-227

  Schrader, Claudia ^a   Bastiaens, Theo ^a  

^a UNIVERSITY OF HAGEN   (Germany)

Author keywords

E learning; Educational computer games; Open learning

Indexed keywords

EID: 84865287400     PISSN: None     EISSN: 14923831     Source Type: Journal    
DOI: 10.19173/irrodl.v13i3.1166     Document Type: Article

References (57)

1. Ainley, M., Corrigan, M., & Richardson, N. (2005). Students, tasks and emotions: Identifying the contribution of emotions to students' reading of popular culture and popular science texts. Learning and Instruction, 15, 433-447.
2. Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277-320.
3. Alphabit (2010). Winterfest - Das Lernadventure [Computer Game]. Retrieved 30.11.2011, from http://www.lernspiel-winterfest.de/
4. Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York: Springer Publishing Company.
5. Beale, I. L., Kato, P. M., Marin-Bowling, V. M., Guthrie, N., & Cole, S. W. (2007). Improvement in cancer-related knowledge following use of a psychoeducational video game for adolescents and young adults with cancer. Journal of Adolescent Health, 41(3), 263-270.
6. Bioscopia: Where Science Conquers Evil (2001). HEUREKA-Klett Softwareverlag GmbH, Stuttgart.
7. Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32.
8. Capt'n Sharky (2010). Coppenrath Verlag GmbH & Co. KG, Münster.
9. Chall, J. S. (2000). The academic achievement challenge. New York: Guilford.
10. Cobb, S., & Fraser, D. S. (2005). Multimedia learning in games, simulations, and microworlds. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 525-547). Cambridge, New York, Melbourne: Cambridge University Press.
11. Dede, C., Clarke, J., Ketelhut, D. J., Nelson, B., & Bowman, C. (2005, April). Students' motivation and learning of science in a multi-user virtual environment. Paper presented at the meeting of the American Educational Research Association, Montréal, Quebec. Retrieved from http://muve.gse.harvard.edu/rivercityproject/documents/ motivation_muves_aera_2005.pdf
12. Dede, C., Ketelhut, D. J., & Reuss, K. (2003). Motivation, usability, and learning outcomes in a prototype museum-based multi-user virtual environment. In P. Bell, R. Stevens, & T. Stawicz (Eds.), Proceedings of Fifth International Conference of the Learning Sciences (ICLS). Mahwah, NJ: Erlbaum.
13. Dede, C., Salzman, M., Loftin, R. B., & Ash, K. (1997). Using virtual reality technology to convey abstract scientific concepts. In M. J. Jacobson & R. B. Kozma (Eds.), Learning the sciences of the 21st century: Research, design, and implementing advanced technology learning environments. Hillsdale, NJ: Lawrence Erlbaum.
14. de Jong, T. (2005). The guided-discovery principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 215-228). Cambridge, New York, Melbourne: Cambridge University Press.
15. Dochy, F. J. R. C., & Segers, M. S. R. (1997). The effect of prior knowledge and its assessment on learning in classroom practice. Keynote address presented at the Deutsche Gesellschaft für Psychologie Conference on the Role of Prior Knowledge in Learning, Frankfurt, Germany.
16. Dweck, C. S. (2002). Messages that motivate: How praise molds students' beliefs, motivation, and performance (in surprising ways). In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education. Orlando, FL: Academic Press.
17. European Commission's IST-Programme (2009). ELEKTRA [Computer Game]. Retrieved 09.11.2011, from http://www.elektra-project.org/
18. Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: SAGE Publications.
19. Hasselhorn, M., & Mähler, C. (2001). Transfer. In D. Rost (Ed.), Handwörterbuch pädagogische psychologie (pp. 721-730). Weinheim: PVU.
20. Heers, R. (2005). Being there. Untersuchungen zum wissenserwerb in virtuellen umgebungen. Tübingen: Eberhard-Karls-Universität Tübingen. Retrieved from http://deposit.d-nb.de/cgi-bin/dokserv?idn=974321664&dok_var=d1&dok_ext=pdf&filename=974321664.pdf
21. Hofer, M., Niegemann, H. M., Eckert, A., & Rinn, U. (1996). Pädagogische hilfen für interaktive selbstgesteuerte lernprozesse und konstruktion eines neuen verfahrens zur wissensdiagnose. Zeitschrift für Berufs- und Wirtschaftspädagogik Beiheft, 13, 53-67.
22. Jiang, L., Elen, J., & Clarebout, G. (2009). The relationships between learner variables, tool-usage behaviour and performance. Computers in Human Behavior, 25(2), 501-509.
23. Jonassen, D. (1991). Objectivism vs. constructivism. Educational Technology Research and Development, 39(3), 5-14.
24. Kalyuga, S., & Paas, F. (2005, August). Cognitive measurement to design effective learning environments. Paper presented at JURE workshop, Nicosia, Cyprus.
25. Kalyuga, S., & Plass, J. (2009). Evaluating and managing cognitive load in games. In R. E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (pp. 719-737). Hershey, PA: Information Science Reference.
26. Kerres, M., Bormann, M., & Vervenne, M. (2009). Didaktische konzeption von serious games: Zur verknüpfung von spiel- und lernangeboten. MedienPädagogik. Zeitschrift für theorie und praxis der medienbildung.
27. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 46, 75-86.
28. Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15, 661-667.
29. Klauer, K. J. (1985). Framework for a theory of teaching. Teaching and Teacher Education, 1, 5-17.
30. Kolb, D. A. (1983). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: Prentice Hall.
31. Krapp, A., & Weidenmann, B. (2001). Pädagogische psychologie (4th ed.). Weinheim: Beltz.
32. Leemkuil, H. (2006). Is it all in the game? Learner support in an educational knoweldge management simulation game (Unpublished doctoral thesis). University of Twente, Enschede, The Netherlands.
33. Lepper, M. R., & Henderlong, J. (2000). Turning "play" into "work" and "work" into "play" 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257-307). San Diego, CA: Academic Press.
34. Leutner, D. (1993). Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support. Learning and Instruction, 3(2), 113-132.
35. Lim, C. P., Nonis, D., & Hedberg, J. (2006). Gaming in a 3D multiuser virtual environment: Engaging students in Science lessons. British Journal of Educational Technology, 37(2), 211-231.
36. Martens, R. L., Valcke, M. M., & Portier, S. J. (1997). Interactive learning environments to support independent learning: The impact of discernability of embedded support devices. Computers & Education, 28, 185-197.
37. Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
38. Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17(3), 477-500.
39. Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37, 107-114.
40. Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback on discovery-based multimedia. Instructional Science, 32, 99-113.
41. Nelson, B. C. (2007). Exploring the use of individualized, reflective guidance in an educational multi-user virtual environment. Journal of Science Education and Technology, 16, 83-97.
42. Paas, F., & van Merriënboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human Factors: The Journal of the Human Factors and Ergonomics Society, 35, 737-743.
43. Parchman, S. W., Ellis, J. A., Christinaz, D., & Vogel, M. (2000). An evaluation of three computer-based instructional strategies in basic electricity and electronics training. Military Psychology, 12(1), 73-87.
44. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitive and quantitative research. Educational Psychologist, 37, 91-106.
45. Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12(5), 529-556.
46. Rieber, L. P., Tzeng, S., & Tribble, K. (2004). Discovery learning, representation, and explanation within a computer-based simulation: Finding the right mix. Learning and Instruction, 14, 307-323.
47. Salzman, M. C., Dede, C., Loftin, R. B., & Chen, J. (1999). A model for understanding how virtual reality aids complex conceptual learning. Presence: Teleoperators and Virtual Environments, 8(3), 293-316.
48. Schrader, C. (2010). Computerbasierte lernspiele - Stand der forschung. In S. Ganguin & B. Hoffmann (Eds.), Digitale spielkultur. München: Schriftenreihe zur Medienpäda-gogik.
49. Schrader, C., & Bastiaens, T. J. (in press). Educational computer games and learning: The relationship between design, cognitive load, emotions and outcomes. Manuscript accepted for publication in Journal of Interactive Learning Environments.
50. Schrader, C., & Bastiaens, T. J. (2012). The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games. Journal of Computers in Human Behavior, 28, 648-658.
51. Standen, P. J., Brown, D. J., & Cromby, J. J. (2001). The effective use of virtual environments in the education and rehabilitation of students with intellectual disabilities. British Journal of Educational Technology, 32(3), 289-299.
52. Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91(2), 334-341.
53. Welch, R. B., Blackmon, T. T., Liu, A., Mellers, B. A., & Stark, L. W. (1996). The effects of pictorial realism, delay of visual feedback, and observer interactivity on the subjective sense of presence. Presence: Teleoperators and Virtual Environments, 5(3), 263-273.
54. Whitton, N. (2010). Learning with digital games: A practical guide to engage students in higher education. New York: Routledge.
55. Witmer, B. G., & Singer, M. J. (1998). Measuring presence in virtual environments: A presence questionnaire. Presence: Teleoperators and Virtual Environments, 7(3), 225-240.
56. Wong, W. L., Shen, C., Nocera, L., Carriazo, E., Tang, F., Bugga, S., & Narayanan, H. (2007). Serious video game effectiveness. Proceedings of the International Conference on Advances in Computer Entertainment Technology (pp. 49-55). Salzburg, Austria.
57. Wood, D. (2001). Scaffolding, contingent tutoring, and computer-supported learning. International Journal of Artificial Intelligence in Education, 12, 153-169.