Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning

By Bokyeong Kim, Hyung-sung Park, Youngkyun Baek. Comput. Educ., 2009

473 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/32c579c6c83c60fb9088c3ab12d1cca9928ef699

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In Developmental and Educational Psychology

In Speech and Hearing

Ya-Ting Carolyn Yang

Citations in the corpus

Are Games Effective Learning Tools? A Review of Educational Games (2018, unknown): “These questions led to a range of studies of games in educational contexts and collections of case studies (e.g., Kim et al., 2009; Michael & Chen, 2005; Prensky, 2005; Shute et al., 2009).”
Effects of constructing versus playing an educational game on student motivation and deep learning strategy use (2011, background): “Kim, Park, and Baek (2009) concluded in their research on meta-cognitive strategies in game-based learning, that meta-cognitive strategies, in terms of thinking aloud and modeling had positive effects on social problem solving, which affected achievements in learning and gaming.”
Serious games as new educational tools: how effective are they? A meta-analysis of recent studies (2013, background): “…(Radillo 2009; Kobes et al. 2010), studies that do not have at least a ‘pre-test – game – post-test’ design (Ciavarro et al. 2008; Coller & Scott 2009; Kim et al. 2009), studies that do not use quantitative measures (Lim 2008; Watson et al. 2011) or in which no control group is included (Tuzun…”
Building virtual cities, inspiring intelligent citizens: Digital games for developing students' problem solving and learning motivation (2012, background): “…veri ﬁ cation of the effectiveness of digital games, particularly in terms of higher order thinking skills (Ebner & Holzinger, 2007; Ke, 2008; Kim, Park, & Baek, 2009; Papastergiou, 2009; Tüzün, Yilmaz-Soylu, Karakus, _ Inal, & Kizilkaya, 2009; Van Eck & Dempsey, 2002) and learning…”
Assessment of 21st century ICT skills in Chile: Test design and results from high school level students (2012, background): “Research shows that varied ICT applications make up a particularly appropriate environment to develop higher-order abilities necessary towork with information and knowledge such as organization skills, critical analysis, problem solving and creativity (Balanskat et al., 2006; Bers, 2010; Cox et al.,”
A Meta-Analysis of Use of Serious Games in Education over a Decade (2019, background): “It could also improve writing skills via thinking aloud and modeling in the gaming process [20].”
The effect of simulation games on the learning of computational problem solving (2011, background): “In addition, games promote students to apply logic, memory, visualizations and problem solving in such authentic contexts, and, thus, can enhance learning (Kim et al., 2009).”