Investigating Fifth Graders' Multiple-Text Comprehension About Ecosystems Within a Game-Based Learning Environment (Poster 8)

• In Event: AERA Poster Session 6
  In Poster Session: Games for 21st Century Learning (San Diego)

Abstract

The study targeted upper elementary students and addressed a research gap between multiple-text comprehension and game-based learning. Within an educational game environment, fifth-grade students were provided explicit digital instructions on how to highlight, summarize, and comprehend expository science texts as well as how to monitor their comprehension. Students completed several texts about ecosystems and their integration of knowledge from multiple texts was then assessed through a gamified integration task. Findings suggested that the training did not significantly affect students’ performance in multiple-text integration. However, and notably, students’ prior knowledge and self-efficacy played a role in their multiple-text integration. This confirms the importance of fostering knowledge learning and self-efficacy for science learning to impact multiple-text comprehension.

Authors

• Ying Wang, Georgia Institute of Technology

• Daniell DiFrancesca, Pennsylvania State University - Erie

• Rayne A. Sperling, Pennsylvania State University

• Taylor Marie Young, Pennsylvania State University

• Samira Syal, ICF International