Game design as an implicit instructional context prompting engagement and improved accuracy of self regulatory learning
No Thumbnail Available
Authors
Meeting name
Sponsors
Date
Journal Title
Format
Thesis
Subject
Abstract
Prior research establishes participation in the game design process as beneficial for student engagement and cognition. This work studies a course designed for student participation in analog game design and its impact on student development of self-regulated learning (SRL) . The study took place in a high school biology elective classroom in a rural setting. Applying the forethought, performance, and self-reflection lens for SRL, the work analyzes the successful prompting of the game design cycle through the design, performance, and formative-evaluation phases. The game design learning context was found to be well aligned with prompting different stages of SRL. When the design phase aligned with the appropriate SRL prompt, student engagement and accuracy in regulatory actions were high. Additional external scaffolding, which acted as SRL prompts, was only successful when aligned with the design phase that students were engaged in. The study promotes the benefits of the game design context on SRL development through participation in the game design cycle.
Table of Contents
PubMed ID
Degree
Ph. D