Influences of Self-Efficacy and Prior Knowledge on Visual Behavior and Learning in a Physics Game

• In Event: Simulations and Game-Based Learning

Abstract

Research has provided evidence of the significant promise of using educational games for learning. However, there is limited understanding of how individual differences affect both visual processing of game elements and learning from an educational game. This study examined the influences of students’ self-efficacy and prior knowledge on learning from a physics game and visual behavior regarding the game elements. Findings showed that learning gains were not significantly different between users with varying levels of prior knowledge or self-efficacy. However, learners with high self-efficacy in learning physics tended to pay more attention to the motion map, which was a critical, game navigation component. Further, those with high prior knowledge excelled in attentional control abilities and exhibited effective visual processing strategies.

Authors

• Jiahui Wang, Kent State University

• Abigail Stebbins, Pennsylvania State University

• Richard E. Ferdig, Kent State University