Using productive failure to learn genetics in a game-based environment
Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathem...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Cao, Lu [verfasserIn] Lai, Polly K. [verfasserIn] Yang, Hongzhi [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2023 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. |
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| Übergeordnetes Werk: |
Enthalten in: Instructional science - Springer Netherlands, 1972, 52(2023), 2 vom: 04. Nov., Seite 309-340 |
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| Übergeordnetes Werk: |
volume:52 ; year:2023 ; number:2 ; day:04 ; month:11 ; pages:309-340 |
| Links: |
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| DOI / URN: |
10.1007/s11251-023-09644-6 |
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SPR055357849 |
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| 520 | |a Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. Implications of findings, limitations, and future research are discussed. | ||
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10.1007/s11251-023-09644-6 doi (DE-627)SPR055357849 (SPR)s11251-023-09644-6-e DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn 81.00 bkl Cao, Lu verfasserin (orcid)0000-0001-9633-0247 aut Using productive failure to learn genetics in a game-based environment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. Implications of findings, limitations, and future research are discussed. Productive failure (dpeaa)DE-He213 Game-based learning (dpeaa)DE-He213 Genetics education (dpeaa)DE-He213 Science education (dpeaa)DE-He213 Lai, Polly K. verfasserin (orcid)0000-0003-2467-1864 aut Yang, Hongzhi verfasserin (orcid)0000-0001-7776-0874 aut Enthalten in Instructional science Springer Netherlands, 1972 52(2023), 2 vom: 04. Nov., Seite 309-340 (DE-627)32053023X (DE-600)2015666-2 1573-1952 nnns volume:52 year:2023 number:2 day:04 month:11 pages:309-340 https://dx.doi.org/10.1007/s11251-023-09644-6 X:SPRINGER Resolving-System lizenzpflichtig Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 VZ AR 52 2023 2 04 11 309-340 |
| spelling |
10.1007/s11251-023-09644-6 doi (DE-627)SPR055357849 (SPR)s11251-023-09644-6-e DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn 81.00 bkl Cao, Lu verfasserin (orcid)0000-0001-9633-0247 aut Using productive failure to learn genetics in a game-based environment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. Implications of findings, limitations, and future research are discussed. Productive failure (dpeaa)DE-He213 Game-based learning (dpeaa)DE-He213 Genetics education (dpeaa)DE-He213 Science education (dpeaa)DE-He213 Lai, Polly K. verfasserin (orcid)0000-0003-2467-1864 aut Yang, Hongzhi verfasserin (orcid)0000-0001-7776-0874 aut Enthalten in Instructional science Springer Netherlands, 1972 52(2023), 2 vom: 04. Nov., Seite 309-340 (DE-627)32053023X (DE-600)2015666-2 1573-1952 nnns volume:52 year:2023 number:2 day:04 month:11 pages:309-340 https://dx.doi.org/10.1007/s11251-023-09644-6 X:SPRINGER Resolving-System lizenzpflichtig Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 VZ AR 52 2023 2 04 11 309-340 |
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10.1007/s11251-023-09644-6 doi (DE-627)SPR055357849 (SPR)s11251-023-09644-6-e DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn 81.00 bkl Cao, Lu verfasserin (orcid)0000-0001-9633-0247 aut Using productive failure to learn genetics in a game-based environment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. Implications of findings, limitations, and future research are discussed. Productive failure (dpeaa)DE-He213 Game-based learning (dpeaa)DE-He213 Genetics education (dpeaa)DE-He213 Science education (dpeaa)DE-He213 Lai, Polly K. verfasserin (orcid)0000-0003-2467-1864 aut Yang, Hongzhi verfasserin (orcid)0000-0001-7776-0874 aut Enthalten in Instructional science Springer Netherlands, 1972 52(2023), 2 vom: 04. Nov., Seite 309-340 (DE-627)32053023X (DE-600)2015666-2 1573-1952 nnns volume:52 year:2023 number:2 day:04 month:11 pages:309-340 https://dx.doi.org/10.1007/s11251-023-09644-6 X:SPRINGER Resolving-System lizenzpflichtig Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 VZ AR 52 2023 2 04 11 309-340 |
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10.1007/s11251-023-09644-6 doi (DE-627)SPR055357849 (SPR)s11251-023-09644-6-e DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn 81.00 bkl Cao, Lu verfasserin (orcid)0000-0001-9633-0247 aut Using productive failure to learn genetics in a game-based environment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. Implications of findings, limitations, and future research are discussed. Productive failure (dpeaa)DE-He213 Game-based learning (dpeaa)DE-He213 Genetics education (dpeaa)DE-He213 Science education (dpeaa)DE-He213 Lai, Polly K. verfasserin (orcid)0000-0003-2467-1864 aut Yang, Hongzhi verfasserin (orcid)0000-0001-7776-0874 aut Enthalten in Instructional science Springer Netherlands, 1972 52(2023), 2 vom: 04. Nov., Seite 309-340 (DE-627)32053023X (DE-600)2015666-2 1573-1952 nnns volume:52 year:2023 number:2 day:04 month:11 pages:309-340 https://dx.doi.org/10.1007/s11251-023-09644-6 X:SPRINGER Resolving-System lizenzpflichtig Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 VZ AR 52 2023 2 04 11 309-340 |
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10.1007/s11251-023-09644-6 doi (DE-627)SPR055357849 (SPR)s11251-023-09644-6-e DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn 81.00 bkl Cao, Lu verfasserin (orcid)0000-0001-9633-0247 aut Using productive failure to learn genetics in a game-based environment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. Implications of findings, limitations, and future research are discussed. Productive failure (dpeaa)DE-He213 Game-based learning (dpeaa)DE-He213 Genetics education (dpeaa)DE-He213 Science education (dpeaa)DE-He213 Lai, Polly K. verfasserin (orcid)0000-0003-2467-1864 aut Yang, Hongzhi verfasserin (orcid)0000-0001-7776-0874 aut Enthalten in Instructional science Springer Netherlands, 1972 52(2023), 2 vom: 04. Nov., Seite 309-340 (DE-627)32053023X (DE-600)2015666-2 1573-1952 nnns volume:52 year:2023 number:2 day:04 month:11 pages:309-340 https://dx.doi.org/10.1007/s11251-023-09644-6 X:SPRINGER Resolving-System lizenzpflichtig Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 VZ AR 52 2023 2 04 11 309-340 |
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Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. 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Using productive failure to learn genetics in a game-based environment |
| abstract |
Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. Implications of findings, limitations, and future research are discussed. © The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. |
| abstractGer |
Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. Implications of findings, limitations, and future research are discussed. © The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. |
| abstract_unstemmed |
Abstract This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction—PF vs. Direct Instruction (DI)—on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. Implications of findings, limitations, and future research are discussed. © The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. |
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| title_short |
Using productive failure to learn genetics in a game-based environment |
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Lai, Polly K. Yang, Hongzhi |
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| score |
7.399988 |