The Effects of Representation Format in Problem Representation on Qualitative Understanding and Quantitative Proficiency in a Learning Game Context

• In Event: Problem Solving in Complex Settings: Technologies, Teams, and Learning Environments

Abstract

As a potential platform to address the problem in math achievement, video games generate a large variety of perspectives on their value. A promising method to address the problem is to externalize cognitive and metacognitive processes. In this study, we investigated the properties of EPR in video games. Specifically, the purpose of this study is to investigate whether the type of scaffolding in different formats (i.e., iconic vs. symbolic) promoting EPR improves qualitative understanding and quantitative proficiency in ratios and proportional relationships in a learning game context. In this study, we compared the pretest score and two posttest scores to identify the effect of the learning supports in each group controlled task complexity.

Authors

• Sungwoong Lee, Florida State University

• Fengfeng Ke, Florida State University