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Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support. / Leutner, Detlev.
In: Learning and Instruction, Vol. 3, No. 2, 1993, p. 113-132.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Leutner, D 1993, 'Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support', Learning and Instruction, vol. 3, no. 2, pp. 113-132. https://doi.org/10.1016/0959-4752(93)90011-N

APA

Leutner, D. (1993). Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support. Learning and Instruction, 3(2), 113-132. https://doi.org/10.1016/0959-4752(93)90011-N

Vancouver

Leutner D. Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support. Learning and Instruction. 1993;3(2):113-132. doi: 10.1016/0959-4752(93)90011-N

Bibtex

@article{e3d6cda11a3845158528bca18ad42a24,
title = "Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support",
abstract = "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.",
keywords = "Psychology",
author = "Detlev Leutner",
year = "1993",
doi = "10.1016/0959-4752(93)90011-N",
language = "English",
volume = "3",
pages = "113--132",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier B.V.",
number = "2",

}

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 -

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