Extending game-based worked examples with practice problems, fading, self-explanation, verbal instruction and subgoals¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors' forward-looking recommendation, prompted by a gain they call small. "In order to obtain greater improvement, the worked example instruction could add: (a) practice problems", followed by (b) fading procedure, (c) self-explanations, (d) verbal instruction, and (e) subgoals, each tied to earlier worked example research. These are proposals for future study; the present experiment did not test them.

Design Implications¶

Context¶

Requirements¶

• An existing worked example intervention for a game-based problem-solving task, to which the five additions are made

Constraints¶

• Untested in this study: the authors propose the additions for future study
• Motivated by the observation that the improvement was small compared to expert performance

Target Learners¶

• Adults: undergraduate or graduate students playing a computer puzzle game (SafeCracker)

Target Learning Goals¶

• Greater improvement in content understanding and problem-solving strategies in game-based tasks

Related Strategies¶

• Faded Worked Examples
• Worked Examples For Game Based Puzzle Problem Solving
• Deliver examples with fading (completion strategy) and random (interleaved) sequencing, and promote active processing via self-explanation, subgoal labeling, and comparison

Examples¶

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Key Sources¶

• Shen, C.-Y., & O’Neil, H. (2006). The Effectiveness of Worked Examples in a Game-Based Learning Environment. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA. https://eric.ed.gov/?id=ED491961