NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ935595
Record Type: Journal
Publication Date: 2011
Pages: 20
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0735-6331
Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes
Spires, Hiller A.; Rowe, Jonathan P.; Mott, Bradford W.; Lester, James C.
Journal of Educational Computing Research, v44 n4 p453-472 2011
Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from gameplay interactions that required solving a science mystery based on microbiology content. Student trace data results indicated that effective exploration and navigation of the hypothesis space within a science problem-solving task was predictive of student science content learning and in-game performance. Students who selected a higher proportion of appropriate hypotheses demonstrated greater learning gains and completed more in-game goals. Students providing correct explanations for hypothesis selection completed more in-game goals; however, providing the correct explanation for hypothesis selection did not account for greater learning gains. From the analysis, we concluded that hypothesis testing strategies play a central role in game-based learning environments that involve problem-solving tasks, thereby demonstrating strong connections to science content learning and in-game performance. (Contains 2 tables and 2 figures.)
Baywood Publishing Company, Inc. 26 Austin Avenue, P.O. Box 337, Amityville, NY 11701. Tel: 800-638-7819; Tel: 631-691-1270; Fax: 631-691-1770; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A