Supporting Representational Competencies in an Educational Video Game: Insights From Three Studies (Poster 30)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning With Games and Virtual Reality

Abstract

Educational video games provide intuitive access to authentic scientific practices, often, through interacting with visuals. Prior research in structured learning environments showed that visuals may confuse students and provided strategies for supporting representational competencies—sense-making and perceptual fluency—to address these issues. However, it is unclear whether these supports enhance learning in games. To address this gap, we conducted three studies to examine the role of representational competencies in educational video games. Overall, we found that representational competencies are relevant, but supports may not work the same in games. These findings have implications for the design of supports for visually rich video games.

Authors

• Tiffany Herder, Wisconsin Center for Education Research
  Presenting Author

• Martina A. Rau, University of Wisconsin - Madison
  Non-Presenting Author