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ERIC Number: EJ1157957
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1436-4522
EISSN: N/A
Effects of Self-Explanation and Game-Reward on Sixth Graders' Algebra Variable Learning
Sun-Lin, Hong-Zheng; Chiou, Guey-Fa
Educational Technology & Society, v20 n4 p126-137 2017
This study examined the interaction effects of self-explanation and game-reward strategies on sixth graders' algebra variable learning achievement, learning attitude, and meta-cognitive awareness. A learning system was developed to support the learning activity, and a 2×2 quasi-experiment was conducted. Ninety-seven students were invited to participate in this experimental instruction and assigned to four groups: self-explanation with game-reward, self-explanation, game-reward, and control. The results showed that (1) a significant interaction effect was found on the students' learning achievement of algebra variable: the self-explanation with game-reward group performed significantly better than the self-explanation group, and both the game-reward group and self-explanation group scored significantly higher than the control group; (2) a significant interaction effect was found on the students' learning attitude toward algebra variable: the self-explanation with game-reward group reported significantly more positively than the self-explanation group, and the control group responded significantly more positive results than the self-explanation group; (3) no significant interaction effect was found on the students' meta-cognitive awareness of algebra variable learning: while the game-reward did not show a significantly positive effect, the self-explanation did.
International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A