Abstract
To examine the effectiveness of two types of representational-competency supports in educational video games, we conducted a 2 × 2 experiment with 142 students. We found that one type of support was effective, but only for students with high prior astronomy knowledge. We discuss implications for the design of representational-competency supports for educational video game.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Clark, D., Nelson, B., Sengupta, P., Angelo, C.: Rethinking science learning through digital games and simulations: genres, examples, and evidence. In: Learning Science: Computer Games, Simulations, and Education. National Academy of Sciences, Washington, DC (2009)
Corredor, J., Gaydos, M., Squire, K.: Seeing change in time: video games to teach about temporal change. J. Sci. Educ. Technol. 23, 324–343 (2014)
Squire, K.: At play in the cosmos. Int. J. Des. Learn. 12, 1–15 (2021)
Ainsworth, S.: DeFT: a conceptual framework for considering learning with multiple representations. Learn. Instr. 16, 183–198 (2006)
Rau, M.A.: Conditions for the effectiveness of multiple visual representations in enhancing STEM learning. Educ. Psychol. Rev. 29, 717–761 (2017)
Kellman, P.J., Massey, C.M.: Perceptual learning, cognition, and expertise. In: Ross, B.H. (ed.) The psychology of learning and motivation, vol. 558, pp. 117–165. Elsevier Academic Press, New York (2013)
Rau, M.A.: Sequencing support for sense making and perceptual induction of connections among multiple visual representations. J. Educ. Psychol. 110, 811–833 (2018)
Van Gog, T., Paas, F.: Instructional efficiency: revisiting the original construct in educational research. Educ. Psychol. 43, 16–26 (2008)
Peters, M., Laeng, B., Latham, K., Jackson, M., Zaiyouna, R., Richardson, C.: A redrawn Vandenberg & Kuse mental rotations test: different versions and factors that affect performance. Brain Cogn. 28, 39–58 (1995)
Schmeck, A., Opfermann, M., van Gog, T., Paas, F., Leutner, D.: Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings. Instr. Sci. 43, 93–114 (2014)
Acknowledgements
This work was supported by the Institute of Education Sciences, U.S. Dept of Ed, under Grant [#R305B150003] to the University of Wisconsin-Madison. Opinions expressed are those of the authors and do not represent views of the U.S. Dept of Ed.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 Springer Nature Switzerland AG
About this paper
Cite this paper
Herder, T., Rau, M.A. (2022). Supporting Representational Competencies in an Educational Video Game: What Does and Doesn’t Work. In: Rodrigo, M.M., Matsuda, N., Cristea, A.I., Dimitrova, V. (eds) Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium. AIED 2022. Lecture Notes in Computer Science, vol 13356. Springer, Cham. https://doi.org/10.1007/978-3-031-11647-6_52
Download citation
DOI: https://doi.org/10.1007/978-3-031-11647-6_52
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-11646-9
Online ISBN: 978-3-031-11647-6
eBook Packages: Computer ScienceComputer Science (R0)