Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Guided discovery learning with computer-based simulation games : Effects of adaptive and non-adaptive instructional support. / Leutner, Detlev.
in: Learning and Instruction, Jahrgang 3, Nr. 2, 1993, S. 113-132.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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RIS
TY - JOUR
T1 - Guided discovery learning with computer-based simulation games
T2 - Effects of adaptive and non-adaptive instructional support
AU - Leutner, Detlev
PY - 1993
Y1 - 1993
N2 - The instructional effectiveness of exploring computer-based simulation games is hypothesized to be low unless teaching functions are implemented. According to Klauer's (1985) framework for a theory of teaching, two varieties of instructional support were investigated in three experiments: (1) System-initiated adaptive advice and (2) learner-requested non-adaptive background information. Advice increased verbal domain knowledge, but decreased game performance (N = 64 Grade 7 students) - an effect replicated with university students (N = 38); advice had short-term effects, background information had long-term effects (N = 80 Grades 7-8 students). ATI-effects were observed. The results are discussed concerning instructional implications and cognitive theories of problem-solving, intelligence, memory overload and depth of information processing.
AB - The instructional effectiveness of exploring computer-based simulation games is hypothesized to be low unless teaching functions are implemented. According to Klauer's (1985) framework for a theory of teaching, two varieties of instructional support were investigated in three experiments: (1) System-initiated adaptive advice and (2) learner-requested non-adaptive background information. Advice increased verbal domain knowledge, but decreased game performance (N = 64 Grade 7 students) - an effect replicated with university students (N = 38); advice had short-term effects, background information had long-term effects (N = 80 Grades 7-8 students). ATI-effects were observed. The results are discussed concerning instructional implications and cognitive theories of problem-solving, intelligence, memory overload and depth of information processing.
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=38249007672&partnerID=8YFLogxK
U2 - 10.1016/0959-4752(93)90011-N
DO - 10.1016/0959-4752(93)90011-N
M3 - Journal articles
AN - SCOPUS:38249007672
VL - 3
SP - 113
EP - 132
JO - Learning and Instruction
JF - Learning and Instruction
SN - 0959-4752
IS - 2
ER -