Learning loops: Interactions between guided reflection and experience-based learning in a serious game activity. Cowley, B., Heikura, T., & Ravaja, N. Journal of Computer Assisted Learning, 29(4):348–370, 2013. doi abstract bibtex In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game with a 3-min half-time break to complete an affect self-report form while 25 also participated in a 20-min reflective group discussion during their half-time break. During the discussion, they were asked by an experimenter to reflect on a set of topics related to the game. We present the analysis of the questionnaires, which illustrates that contrary to our expectations the reflection period had a negative effect on the learning of the players as judged by their performance on closed-form questions at levels 1–5 (out of 6) on the Bloom taxonomy of learning outcomes. The questionnaire also included a few open questions which gave the players a possibility to display deep (level 6) learning. The players did not differ significantly between conditions regarding the questions measuring deep learning.
@article{cowley_learning_2013,
title = {Learning loops: {Interactions} between guided reflection and experience-based learning in a serious game activity},
volume = {29},
issn = {0266-4909},
doi = {10.1111/jcal.12013},
abstract = {In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game with a 3-min half-time break to complete an affect self-report form while 25 also participated in a 20-min reflective group discussion during their half-time break. During the discussion, they were asked by an experimenter to reflect on a set of topics related to the game. We present the analysis of the questionnaires, which illustrates that contrary to our expectations the reflection period had a negative effect on the learning of the players as judged by their performance on closed-form questions at levels 1–5 (out of 6) on the Bloom taxonomy of learning outcomes. The questionnaire also included a few open questions which gave the players a possibility to display deep (level 6) learning. The players did not differ significantly between conditions regarding the questions measuring deep learning.},
language = {English},
number = {4},
journal = {Journal of Computer Assisted Learning},
author = {Cowley, Benjamin and Heikura, Tuija and Ravaja, Niklas},
year = {2013},
keywords = {516 Educational sciences, A1, IF{\textbackslash}textgreater1, Journal, peer reviewed},
pages = {348--370},
}
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