To Help, or Not to Help? : an Investigation of the Effects of Learning Support in Physics Playground
Learning support has been utilized widely in self-paced learning environments. However, researchers have not yet reached a consensus regarding if the learning support will benefit learning, or how to design learning support so that it benefits learning. This dissertation study investigated if provid...
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| Format: | Others |
| Language: | English English |
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Florida State University
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| Online Access: | http://purl.flvc.org/fsu/fd/FSU_2017SP_Wang_fsu_0071E_13687 |
| Summary: | Learning support has been utilized widely in self-paced learning environments. However, researchers have not yet reached a consensus regarding if the learning support will benefit learning, or how to design learning support so that it benefits learning. This dissertation study investigated if providing learning support in the form of embedding hints in the video game Physics Playground could enhance physics learning, enjoyment, and reduce undesired gaming the system behavior. Two groups of participants were recruited. The experimental group played the version of Physics Playground with hints and the control group played the version without hints. Although there was no significant group difference in terms of learning, the posttest results of the participants in the experimental group increased significantly compared with their pretest. In addition, participants in the experimental group reported more enjoyment, although the difference was not significant. In addition, less gaming the system behaviors were identified in the experimental group. The hints were moderately utilized by the participants. Implications for future studies on learning support were discussed. === A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. === Spring Semester 2017. === March 6, 2017. === Includes bibliographical references. === Valerie Shute, Professor Directing Dissertation; Walter Boot, University Representative; Fengfeng Ke, Committee Member; James Klein, Committee Member. |
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