A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge

Lee, Chun-Yi; Chen, Ming-Puu

doi:10.1016/j.compedu.2008.10.008

Cited by 102 publications

(65 citation statements)

References 39 publications

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“…Students who received Polya questioning instruction outperformed those who received direct presentation instruction, indicating that conducting questioning prompts with the four stages of problem solving provides students with greater opportunity for reflection (Lee & Chen, 2009), which leaves them more time to focus on problem-solving activities. In this manner, Polya questioning instruction provides an effective learning scaffold for the instruction of geometry.…”

Section: Discussionmentioning

confidence: 99%

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Effects of Polya Questioning Instruction for Geometry Reasoning in Junior High School

Lee

Chen²

2015

EURASIA J MATH SCI T

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In teaching geometry, most instructors opt for direct demonstration with detailed explanations; however, under this kind of instruction students face considerable difficulties in the development of the reasoning skills required to deal with problems of a geometric nature. This study adopted a nonequivalent pretest-postest quasiexperimental design employing Polya's approach of four-stage problem solving using question prompts in conjunction with multimedia demonstration. Two classes of grade 7 students were randomly selected as the experimental group receiving instruction based on Polya questioning and two others were selected as the control group receiving instruction based on direct presentation. Our results revealed that the posttest performance in geometry reasoning of students receiving instruction based on Polya questioning was superior to that of students receiving direct presentation. In addition, students receiving instruction based on Polya questioning expressed a stronger sense of participation in the course than did students receiving direct presentation.

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Section: Discussionmentioning

confidence: 99%

“…Teaching strategies are another important factor affecting learning performance (Lee & Chen, 2008;Lee & Chen, 2009). Problem-solving strategies make up a large proportion of the studies on mathematics and science education (Crippen & Earl, 2007;Mayer, 1992).…”

Section: Mathematics Problem Solving and Learning By Questioning Promptsmentioning

confidence: 99%

Effects of Polya Questioning Instruction for Geometry Reasoning in Junior High School

Lee

Chen²

2015

EURASIA J MATH SCI T

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“…One of the main advantages posited for question prompts is to improve students' metacognition (Chen and Bradshaw 2007;Davis 2003;Scardamalia et al 1989) by helping students draw inferences from their evidence and encourage their elaborative learning. However, much research has demonstrated that effectiveness of question prompts can vary according to individuals' abilities (e.g., prior knowledge, cognition and metacognition, and problem-solving skills) (Lee and Chen 2009), and different question prompts (i.e., procedural, elaborative, and reflective prompts) should be provided to different student (Ge et al 2005). One possible reason why the effect of question prompts to enhance metacognition is smallest is that most studies utilizing question prompts in this meta-analysis did not consider students' various level of prior knowledge and problemsolving skills.…”

Section: Implications For Researchmentioning

confidence: 99%

Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis

2017

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Computer-based scaffolding plays a pivotal role in improving students' higher-order skills in the context of problem-based learning for Science, Technology, Engineering and Mathematics (STEM) education. The effectiveness of computer-based scaffolding has been demonstrated through traditional meta-analyses. However, traditional meta-analyses suffer from small-study effects and a lack of studies covering certain characteristics. This research investigates the effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education through Bayesian meta-analysis (BMA). Specifically, several types of prior distribution information inform Bayesian simulations of studies, and this generates accurate effect size estimates of six moderators (total 24 subcategories) related to the characteristics of computer-based scaffolding and the context of scaffolding utilization. The results of BMA indicated that computer-based scaffolding significantly impacted (g = 0.385) cognitive outcomes in problem-based learning in STEM education. Moreover, according to the characteristics and the context of use of scaffolding, the effects of computer-based scaffolding varied with a range of small to moderate values. The result of the BMA contributes to an enhanced understanding of the effect of computer-based scaffolding within problem-based learning. IntroductionThe Next Generation Science Standards promote the use of problem-based learning (PBL), which requires that students construct knowledge to generate solutions to ill-structured, authentic problems (Achieve 2013). Central to student success in such approaches is scaffolding-dynamic support that helps students meaningfully participate in and gain skill at tasks that are beyond their unassisted capabilities (Belland 2014;Hmelo-Silver et al. 2007). When originally defined, instructional scaffolding was delivered in a one-to-one manner by a teacher (Wood et al. 1976). But researchers have considered how to use computer-based tools as scaffolding to overcome the limitations of one-to-one scaffolding such as high student to teacher ratios (Hawkins and Pea 1987). Computer-based scaffolding has been utilized in the context of PBL in Science, Technology, Engineering, Mathematics (STEM) education, and many studies have demonstrated the effect of computer-based scaffolding on students' conceptual knowledge and higher-order skills.However, it is difficult to generalize from the results of individual studies without the use of systematic synthesis methods (e.g., meta-analysis) due to different educational populations in particular contexts. For that reason, several meta-analyses have addressed the effectiveness of computer-based scaffolding (Azevedo and Bernard 1995;Belland et al. 2017;Ma et al. 2014), but none focused specifically on scaffolding in the context of PBL. This study aims to determine and generalize the effectiveness of computer-based scaffolding utilized in PBL in terms of several characteristics of computer-based scaffolding and its contexts ...

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“…As shown in several studies, Sofoluwe (2007) suggested that the educational game can serve as a tool of learning for encouraging and motivating students learning within enjoyable environment. In the recent years, several researchers developed the educational game to support students' academic achievement, including mathematics (Lee and Chen 2009), language (Chen et al 2011), software programming (Connolly et al 2007), management education (Chen et al 2013;Kiili 2007), medical education (Moreno-Ger et al 2008), and sports education (Mueller et al 2010).…”

Section: Educational Computer Game and Gender Differencesmentioning

confidence: 99%

Gender differences in students’ learning achievements and awareness through residence energy saving game-based inquiry playing

2015

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Energy consumption and conservation is one of the important topics in Energy Education, whereby students are required to understand the factors of energy consumption leading to promote students' awareness on saving energy in residence. Moreover, inquiry-based learning strategy can be used to encourage students' learning in the topic. Although, several researchers studied on how to use digital games to improve understand the topic. However, a few studies have been conducted to investigate what the gender differences in playing and learning energy game-based learning are. In this vein, this paper address this issue by investigating the gender differences in learning achievement and energy-saving awareness through a digital game based on inquiry-based learning called Residence Energy Saving Battle (RES-battle). An experiment has been conducted on a secondary school physics course. The experimental results from 129 students indicate that the RES-battle can decrease the difference between female and male learning achievements reasonably and energy-saving awareness. This suggests a need to develop the game that can provide the opportunities for interaction on game screen and also with other students.

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A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge

Cited by 102 publications

References 39 publications

Effects of Polya Questioning Instruction for Geometry Reasoning in Junior High School

Effects of Polya Questioning Instruction for Geometry Reasoning in Junior High School

Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis

Gender differences in students’ learning achievements and awareness through residence energy saving game-based inquiry playing

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