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Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration Around a Digital Game

2015·Grant Van Eaton, Douglas B. Clark, Blaine E. Smith

International Journal of Education in Mathematics, Science and Technology·Cilt 2015/3, Sayı 1

Students playing digital learning games in the classroom rarely play alone, even in digital games that are ostensibly “single-player” games. This study explores the patterns of physics reasoning that emerge in face-toface and online forum collaboration while students play a …

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Constructed-Response as an Alternative to Interviews in Conceptual Change Studies: Students’ Explanations of Force

2015·Sharon Price Schleigh, Douglas B. Clark, Muhsin Menekse

International Journal of Education in Mathematics, Science and Technology·Cilt 2015/3, Sayı 1

Although interview formats support rich data collection in conceptual change studies, interview formats limit sample sizes. This study explores the possibility of using constructed-response formats as an alternative or supplement for collecting similarly rich data across larger pools of subjects …

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Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning

2015·Stephen S. Killingsworth, Douglas B. Clark, Deanne M. Adams

International Journal of Education in Mathematics, Science and Technology·Cilt 2015/3, Sayı 3

Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self-explanation) and the second involves providing correct explanations (explanatory feedback). This study (1) compared self-explanation …

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