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Effects of Self-Explanation and Game-Reward on Sixth Graders' Algebra Variable Learning
ARTICLE

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Journal of Educational Technology & Society Volume 20, Number 4, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

This study examined the interaction effects of self-explanation and game-reward strategies on sixth graders' algebra variable learning achievement, learning attitude, and meta-cognitive awareness. A learning system was developed to support the learning activity, and a 2×2 quasi-experiment was conducted. Ninety-seven students were invited to participate in this experimental instruction and assigned to four groups: self-explanation with game-reward, self-explanation, game-reward, and control. The results showed that (1) a significant interaction effect was found on the students' learning achievement of algebra variable: the self-explanation with game-reward group performed significantly better than the self-explanation group, and both the game-reward group and self-explanation group scored significantly higher than the control group; (2) a significant interaction effect was found on the students' learning attitude toward algebra variable: the self-explanation with game-reward group reported significantly more positively than the self-explanation group, and the control group responded significantly more positive results than the self-explanation group; (3) no significant interaction effect was found on the students' meta-cognitive awareness of algebra variable learning: while the game-reward did not show a significantly positive effect, the self-explanation did.

Citation

Sun-Lin, H.Z. & Chiou, G.F. (2017). Effects of Self-Explanation and Game-Reward on Sixth Graders' Algebra Variable Learning. Journal of Educational Technology & Society, 20(4), 126-137. Retrieved October 20, 2019 from .

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