Supporting Games-Based Learning Through Metacognitive Support

• In Event: Meaningful Scaffolds to Foster Learning in Interactive Learning Settings

Abstract

Objectives and purpose: The goal of this experiment was to investigate the impact of metacognitive training and metacognitive prompting during working with a game-based simulation on demographic change. We analyzed the impact of such metacognitive training and/or metacognitive prompting on learning outcomes and cognitive load.
Theoretical framework: Game-based learning with simulations and/or serious games has become more and more fashionable in today’s science classroom (e.g., Djaouti, Alvarez & Jessel, 2011). Their use should motivate learners and increase learning performance (e.g., Egenfeldt-Nielsen, 2007). Nevertheless, learning with such instructional material demands a deep learning that is primarily self-regulated (Eckhardt, Urhahne, Conrad, & Harms, 2013). Students are, however, often unable to regulate their learning activities (Bannert & Mengelkamp, 2013) and need additional guidance or support. One possibility to support students’ self-regulated learning is fostering the use of metacognitive strategies, either by direct instruction or by rather indirect prompting during learning.
Method: Overall 131 high school students participated in this 2x2 factorial experiment. A pre-test was used to assess students’ prior knowledge. A post-test was used to analyze the effectiveness of simulation-based learning combined with direct (training) and indirect (prompting) metacognitive scaffolds, or a combination of both during simulation-based learning compared to simulation-based learning alone. Participants were randomly assigned to one of the four conditions.
Data source and material: A pre- and post-test assessing knowledge acquisition, metacognitive behavior, and cognitive load were applied. The learning environment was a game-based simulation of a small village that is confronted with different problems of demographic change. Learners’ task was to develop sustainable solutions to keep the village prospering. We hypothesized that the students who were exposed to any kind of strategic intervention would outperform the control group in knowledge acquisition. In particular, a statistically highly significant interaction effect was assumed.
Results: With regard to objective knowledge acquisition, the expected effects of "Metacognitive Prompting" were shown to be significant (ƞ²=0.41). Furthermore, the “Training” condition leads to a small effect (ƞ²=0.07). The expected interaction effect condition did not become statistically significant (ƞ²=0.03). Results did not confirm a reduction of cognitive load through metacognitive support (all ƞ²< 0.01).
Scientific significance of the study: Results suggest that game-based learning with simulations can be fostered by direct and indirect metacognitive support. Due to the lack of interaction effects we assume that the direct and indirect interventions here have to be regarded as two separate mechanisms.

References
Bannert, M., & Mengelkamp, C. (2013). Scaffolding hypermedia learning through metacognitive prompts. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp.171-186). Amsterdam: Springer Science.
Djaouti, D., Alvarez, J., Jessel, J. P., & Rampnoux, O. (2011). Origins of serious games. In M. Ma, A. Oikonomou, L. C. Jain (Eds.), Serious games and edutainment applications (pp. 25-43). Amsterdam: Springer.
Eckhardt, M., Urhahne, D., Conrad, O., & Harms, U. (2013). How effective is instructional support for learning with computer simulations? Instructional Science, 41, 205-124.
Egenfeldt-Nielsen, S. (2007). Third generation educational use of computer games. Journal of Educational Multimedia and Hypermedia, 16, 263-281.

Authors

• Joerg Zumbach, University of Salzburg

• Lydia Rammerstorfer, University of Salzburg

• Ines Deibl, University of Salzburg

• Viola Geiger, University of Salzburg