Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), Presenter: Hsiao-lan Lee Professor: Ming-Puu Chen Date: 03 / 30 / 2009

2 Introduction (1/3) Computer games have potential as a learning environment. Interactive learning environments allow learners to construct understandings by interacting with information, tools, and materials (Dickey, 2007). 1.combine knowledge from different areas to choose a solution or to make a decision at a certain point 2.test how the outcome of the game may change based on their decisions and actions 3.contact other team members to discuss and negotiate subsequent steps, thus improving their social skills

3 Introduction (2/3) As game-based learning is focused on achieving the particular objectives of given educational content through game play, players’ attempts to solve problems are maintained throughout the learning session. –apply their own strategies to solve problems in a game Meta-cognitive strategies seem to play an important role in problem solving situations like gaming. –In this study, meta-cognitive strategies for gaming are developed and adopted to help students effectively exercise social problem solving skills. A Massively Multiple Online Role Playing Game (MMORPG) was selected as a game-based learning environment. –provide a flexible learning environment which provides scaffolding for problem solving

4 Introduction (3/3) This research hypotheses are listed below: 1.There is a significant effect of the meta-cognitive strategies on both the achievement in gaming and the achievement in learning. 2.There is a significant effect of the meta-cognitive strategies on the social problem solving ability. 3.There is a significant effect of the meta-cognitive strategies via social problem solving on both the achievement in gaming and the achievement in learning.

5 Meta-cognitive strategies in game play A model of meta-cognition (Nelson & Narens, 1994) –The model explains the relationship between the meta-level cognition and object-level of cognition Meta-cognition: –conscious control of learning, planning and selecting strategies, monitoring the progress of learning, correcting errors, analyzing the effectiveness of learning strategies, and changing learning behaviors and strategies (Ridley, Schutz, Glanz, and Weinstein, 1992) Games put learners in, the role of decision-maker pushing them through ever-harder challenges. –Using meta-cognition to select and use particular strategies in a given context for a specific purpose as in a game-based learning means that the learner can think and make conscious decisions about the learning process (Anderson, 2002).

6 Social problem solving in game play Games can provide a meaningful framework for offering problems to students (Kiili, 2005). Social problem solving: –the self-directed cognitive behavioral process of trying to identify or discover effective or adaptive ways of coping with problems in daily life (D’Zurilla & Nezu, 1999) –The word ‘‘social” implies the social context in which the problem solving takes place.

7 Developing meta-cognitive strategies for the study This study supports the definition of meta-cognitive strategies as ‘‘the specific activities activating meta-cognition.” Game play is a fascinating activity for activating meta- cognition, because it is a series of activities of watching, listening, speaking (writing), and operating. Three meta-cognitive strategies were developed for game play based on three dimensions of meta-cognition

8 Method Participants: 132 ninth grade students and age from 15 to 16 The on-line game: a commercially available MMORPG –the set in the economic context  allows the players to experience economic activities –The goal of learning: understand and apply the principles of a market economy Social problem solving ability inventory –the social problem solving inventory revised (SPSI-R) by D’Zurilla et al. (2002) –5 subscales: (1) positive problem solving (PPS), (2) negative problem solving (NPS), (3) rational problem solving (RPS), (4) impulsivity/carelessness style (ICS), and (5) avoidance style (AS). Achievement test: assess the knowledge of economic principles

9 Result Analysis of correlations between variables: Path analysis model:

10 Conclusions (1/2) Investigate the effects of meta-cognitive strategies on problem solving ability and achievements in game-base learning: 1.Thinking aloud strategy is the strongest variable affecting social problem solving ability.  Discussing game play with peers during break sessions positively affects their social problem solving ability. 2.The second strongest variable is modeling.  an activity that students do with peers 3.The weakest variable is self-recording, where students record their game activities during break sessions.  Self-recording is an individual activity rather than a social one. Social problem solving affected both achievements in learning and gaming very strongly. –Players have to use social interaction and social skills a part of the game mission.

11 Conclusions (2/2) A commercial game in game-based learning in conjunction with meta-cognitive strategies can be an effective learning environment for increasing students’ performance. –focus more on the educational potential of commercial games by adopting teaching strategies such as meta-cognitive strategies Talking and watching strategies such as thinking aloud and modeling are more effective than writing activities in enhancing the students’ performance in game-based learning. –Self-regulation are to be developed and deployed for increased performance in gaming and learning. –According to the Vygoskian view, mediation is the mechanism through which external and social activities are transformed into internal and mental cognition (Vygotsky, 1978). –Matching these views, the three meta-cognitive strategies could mediate between their game-playing and cognition.