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ERIC Number: EJ829796
Record Type: Journal
Publication Date: 2009-May
Pages: 11
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0360-1315
Not Just Fun, But Serious Strategies: Using Meta-Cognitive Strategies in Game-Based Learning
Kim, Bokyeong; Park, Hyungsung; Baek, Youngkyun
Computers & Education, v52 n4 p800-810 May 2009
The purpose of this study is to explore the effects of the meta-cognitive strategies on the academic and gaming achievements. Exploring the effects of those achievements on the social problem solving of students is also of interest. For this purpose, the MMORPG [Massively Multiple Online Role Playing Game] "Gersang" was used. The participants, consisting of ninth graders, played the game until they all reached the third level to ensure that they have the same gaming ability prior to gaming for the study. Three meta-cognitive strategies were developed: self-recording, modeling and thinking aloud. Those strategies are specially related to gaming activities and applied in pre-gaming activities, gaming activities, and post-gaming activities. Three meta-cognitive strategies were set as independent variables. The social problem solving ability was set as a mediating variable, and academic achievement and scores in the game were chosen as dependent variables. The path between meta-cognitive strategies and both academic achievement and game performance by mediating social problem solving abilities were discovered. The social problem solving ability, which is the mediating variable, affects the academic achievement and the game performance very strongly. These results imply that a commercial game playing in conjunction with meta-cognitive strategies can be an effective way to increase students' performance both in learning and gaming by keeping them involved. Talking and observation activities such as thinking aloud and modeling are more effective than writing activities in enhancing the students' achievements both in learning and gaming. (Contains 5 tables and 4 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A