Game-Based Learning Analytics for Supporting Adolescents' Reflection

Autor/inn/en	Cloude, Elizabeth B.; Carpenter, Dan; Dever, Daryn A.; Azevedo, Roger; Lester, James
Titel	Game-Based Learning Analytics for Supporting Adolescents' Reflection
Quelle	In: Journal of Learning Analytics, 8 (2021) 2, S.51-72 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cloude, Elizabeth B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Game Based Learning; Video Games; Learning Analytics; Microbiology; Science Instruction; Instructional Effectiveness; Reflection; Middle School Students; Early Adolescents; Problem Solving; Thinking Skills; Skill Development; Knowledge Level; Scaffolding (Teaching Technique); Prompting; Technology Integration + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Mikrobiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Benutzerführung
Abstract	Reflection is critical for adolescents' problem solving and learning in game-based learning environments (GBLEs). Yet challenges exist in the literature because most studies lack a theoretical perspective and clear operational definition to inform how and when reflection should be scaffolded during game-based learning. In this paper, we address these issues by studying the quantity and quality of 120 adolescents' written reflections and their relation to their learning and problem solving with Crystal Island, a GBLE. Specifically, we: (1) define reflection and how it relates to skill and knowledge acquisition; (2) review studies examining reflection and its relation to problem solving and learning with emerging technologies; and (3) provide direction for building reflection prompts into GBLEs that are aligned with the learning goals built into the learning session (e.g., learn about microbiology versus successfully solve a problem) to maximize adolescents' reflection, learning, and performance. Overall, our findings emphasize how important it is to examine not only the quantity of reflection but also the depth of written reflection as it relates to specific learning goals. We discuss the implications of using game-learning analytics to guide instructional decision making in the classroom. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01