Examining Fifth Graders' Use of a Game-Based Learning Environment

• In Event: Critical Issues in Using Technology to Serve Diverse Populations

Abstract

In this study we examined how fifth grade-students navigated a game-based learning environment designed to support comprehension monitoring and effective strategy use while reading science expository texts. Previous findings established that students learned science content from the game. Findings from this study demonstrated significant relations among pre-test, game navigation, and game performance measures. In addition to time spent on challenges being predictive of learners’ scores, self-efficacy and knowledge at pre-test predicted game performance. Furthermore, results suggested that engagement with non-learning clickable scaffolds is negatively associated with performance. Implications for future interventions and research are discussed.

Authors

• Taylor Marie Young, Pennsylvania State University
  Presenting Author

• Rayne A. Sperling, Pennsylvania State University
  Non-Presenting Author