Examining Learners' Reflections over Time During Game-Based Learning

摘要

Reflections are critical components of game-based learning environments (GBLEs) as learners must accurately use and monitor self-regulatory pro- while learning with instructional materials. Within this study, we examined how middle-school students (N = 35) learned with Crystal Island, a. microbiology-based GBLE where learners are required to diagnose a disease infecting researchers on an island. This study aimed to identify how learners' time reflecting changed during gameplay and is related to learners' scientific reasoning actions (e.g., information gathering, note-taking, hypothesis formation and testing) and whether this was related to learning gains. Results from a multilevel growth model indicated that time spent reflecting increased over time, but the specific timing of reflection prompts (e.g., after submitting a diagnosis) was related to the time learners reflected over time. Further, time engaging in scientific actions and learning gains moderated the relationship between time spent reflecting between different reflection prompts but does not have a main effect on time spent reflecting. This paper discusses implications for when and how reflection prompts should be triggered during game-based learning and designing GBLEs capable of intelligently and dynamically modeling, scaffolding, and fostering reflective thinking.