Role of guidance, reflection, and interactivity in an agent-based multimedia game

By Roxana Moreno, Richard E. Mayer. 2005

395 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/fa54f20d9b2277dd88d681ec7b22c862c3891009

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Constructionist Gaming: Understanding the Benefits of Making Games for Learning (2015, background): “These ﬁndings also reinforce the wider body of research (e.g., Moreno & Mayer, 2005; Sun & Rueda, 2012) that collectively points to the commonsense (but nonetheless routinely ignored) precept that students’ sense of conﬁdence with digital technology is inextricably tied to the actual activities in…”
Foundations of Game-Based Learning (2015, background): “Such a focus on players’ motivation does not take into account cognitive aspects of learning, such as the importance of reﬂection during the learning process (Moreno & Mayer, 2005).”
Learning by viewing versus learning by doing: Evidence-based guidelines for principled learning environments (2008, background): “Finally, explanatory feedback to learner responses leads to better learning than merely telling learners that their response is correct or incorrect (Moreno, 2004; Moreno & Mayer, 2005).”
The 'digital natives' debate: A critical review of the evidence (2008, background): “Although the idea has excited interest for many years and there is some evidence that highly modified game-based approaches can support effective learning (Dede, 2005), research into how to design games that foster deep learning is inadequate (Moreno & Mayer, 2005).”
A Process Model of Goal Orientation and Feedback Seeking (2007, background): “Diagnostic feedback contains corrective information (e.g., the correct answer is “A” because … ) that explains faulty behavior and suggests alternatives (Earley, Northcraft, Lee, & Lituchy, 1990; Moreno & Mayer, 2005).”
From Edutainment to Serious Games: A Change in the Use of Game Characteristics (2010, background): “Guiding the gamer to organize and reflect on their understanding is as important as the serious game in facilitating knowledge acquisition and transfer (Moreno & Mayer, 2005; Paras & Bizzochi, 2005; Thatcher, 1990).”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “Studies investigating the benefits of feedback in DGBL have tended to focus on comparisons of corrective and explanatory feedback (Cameron & Dwyer, 2005; Mayer & Johnson, 2010; Moreno & Mayer, 2005).”
Do pedagogical agents make a difference to student motivation and learning (2011, background): “Three studies investigated the function “information processing” by comparing explanatory and corrective feedback that were provided by the pedagogical agent “Herman the Bug” (Moreno, 2004, experiments 1 and 2; Moreno & Mayer, 2005, experiment 1).”
Reflection as a strategy to enhance task performance after feedback (2009, background): “In one (Moreno & Mayer, 2005), when students were asked to reflect on their problem-solving answers in a multimedia game without receiving feedback, the reflections they provided did not affect learning.”
A meta-analysis of the cognitive and motivational effects of serious games (2013, background): “Finally, the immediate feedback in computer games provides players information regarding the correctness of their actions and decisions and thus gives them the opportunity to correct inaccurate information (Cameron & Dwyer, 2005; Moreno & Mayer, 2005).”
Interactive Multimodal Learning Environments (2007, methodology): “Finally, in the fourth study (Moreno and Mayer 2005) we found that students who learned with EF produced higher transfer scores (effect sizes of d =.75 and 1.87, for close and far transfer, respectively), gave fewer wrong answers during learning (effect size d =.94), and showed a greater reduction…”
Digital Natives? New and Old Media and Children's Outcomes (2011, background): “While evidence exists for the benefits of modified game-based approaches (Dede, 2005), there has been insufficient research into game development for deep learning (Bennett et al., 2008; Moreno and Mayer, 2005).”
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “Moreno and Mayer (2005) measured principles-level knowledge by assessing whether students could design plants in alien environments that varied in terms of temperature, soil nutrients, and water.”
Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom (2009, methodology): “The strategies have included PowerPoint ® (Mayer & Johnson, 2008), games (Moreno & Mayer, 2004, 2005), and computer-assisted video learning (Gay, 1986) in a variety of content areas, in addition to auditory and video media.”