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Study the Effect of Goal Setting Scaffolding Tool for Problem Solving--In a problem based learning game environment
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, , , Learning Technologies, College of Education, University of Texas at Austin, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study proposes to investigate the effects of a goal-setting tool for metacognitive scaffolding during the problem-solving process in a Problem-Based Learning Serious Game environment. The research will employ a parallel mixed design and utilize multiple data sources to answer the following questions: 1) What is the performance difference between students who have access to this tool (experiment group) and students who don’t have access to this tool (control group)? 2) In the experiment group, what is the tool use difference among students based on their performance and goal orientation? 3) What are students’ learning paths based on their performance and goal orientation? 4) Why do students use the tool differently?

Citation

Liu, S., Zou, W. & Liu, M. (2016). Study the Effect of Goal Setting Scaffolding Tool for Problem Solving--In a problem based learning game environment. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 584-587). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .

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Cited By

  1. Exploring the Rules of the Game: Games in the Classroom, Game-Based Learning, Gamification, and Simulations

    Jana Willis, University of Houston-Clear Lake, United States; Spencer Greenhalgh, Michigan State University, United States; Larysa Nadolny, Iowa State University, United States; Sa Liu, University of Texas, United States; Tugce Aldemir, Penn State World Campus, United States; Sandra Rogers, University of South Alabama, United States; Monica Trevathan, Tietronix Software, United States; Susan Hopper, Pedagogical Balance of Effective Learning, United States; Wendy Oliver, Thrivist, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 475–480

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.