Impacts of behavioral engagement and self-monitoring on the development of mental models through serious games: Inferences from in-game measures

Riemer, Valentin; Schrader, Claudia

doi:10.1016/j.chb.2016.06.057

Cited by 14 publications

(17 citation statements)

References 38 publications

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“…The authors found a significant increase in learners’ MMA, assessed in pre- and post-tests by calculating the similarities between learners’ and experts’ annotated causal representations. In contrast to these results, other studies have found only partial changes in mental models resulting from multimedia learning (e.g., Darabi et al, 2009; van der Spek et al, 2011; Riemer and Schrader, 2016a). For example, in Riemer and Schrader (2016a) reported focal changes in learners’ mental models after playing a serious game about financial education.…”

Section: Introductioncontrasting

confidence: 94%

“…In contrast to these results, other studies have found only partial changes in mental models resulting from multimedia learning (e.g., Darabi et al, 2009; van der Spek et al, 2011; Riemer and Schrader, 2016a). For example, in Riemer and Schrader (2016a) reported focal changes in learners’ mental models after playing a serious game about financial education. However, no significant increase in overall MMA (i.e., similarity between learners’ and experts’ knowledge structures) was found.…”

Section: Introductioncontrasting

confidence: 94%

“…In light of the inconclusive findings reported above, some authors have stressed the need to take into account additional learner-related factors, which are involved in multimedia learning (e.g., Darabi et al, 2009; Eseryel et al, 2013; Riemer and Schrader, 2016a). In particular, within the framework of the Cognitive-Affective Theory of Learning with Media (CATLM) (Moreno, 2005; Moreno and Mayer, 2007), Moreno posits that the effectiveness of multimedia learning environments depends, to a large part, on affective and metacognitive factors.…”

Section: Introductionmentioning

confidence: 99%

“…Finally, emotions and self-monitoring are also expected to be interrelated (Efklides, 2011; Pekrun and Linnenbrink-Garcia, 2012). Nevertheless, research in the context of multimedia learning has largely focused on separately investigating either emotions or self-monitoring (e.g., Moos and Azevedo, 2008; Greene and Azevedo, 2009; Baker et al, 2010; Sabourin et al, 2012; Shute et al, 2015; Riemer and Schrader, 2016a). Thus, little is known about how learning-centered emotions and self-monitoring jointly predict the development of accurate mental models.…”

Section: Introductionmentioning

confidence: 99%

“…Conversely, goal-setting behavior (i.e., using text-searching tools) was not related to changes in MMA (Roscoe et al, 2013). In the context of serious games, Riemer and Schrader (2016a) also used a behavioral assessment of self-monitoring (i.e., time spent in game phases that allowed monitoring of current progress). The authors fond that the amount of self-monitoring behavior positively predicted post-test MMA regarding practical money skills.…”

Section: Introductionmentioning

confidence: 99%

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Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-Monitoring

Riemer¹,

Schrader²

2019

Front. Psychol.

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Learners’ emotions and metacognitive self-monitoring play a crucial role in mental model development, particularly in the context of multimedia learning. However, learning-centered emotions and self-monitoring have been investigated largely without accounting for their dynamic interrelations. In this study, the effects of both learner-state variables on mental model development were investigated, by modeling their interrelations over time during a multimedia learning episode. For this, 108 undergraduate students ( M age = 22.79, SD age = 3.42) were engaged in a multimedia learning environment to learn practical money skills. Learning-centered emotions of enjoyment, boredom, and frustration were repeatedly collected using self-reports. Learners’ self-monitoring was assessed using behavioral data in terms of time spent on accessing specific information in the multimedia environment. Mental model development was operationalized by assessing learners’ mental model accuracy (MMA) in pre- and post-tests, by using assessments of structural knowledge. Regarding the dynamic interrelations, panel models with the repeated measures revealed positive direct and indirect paths from earlier stages of self-monitoring to later stages of enjoyment. Conversely, negative direct and indirect paths emerged from earlier stages of boredom and frustration to later stages of self-monitoring. Regarding the effects of all variables on mental model development, a path model analysis with aggregated values revealed that enjoyment was unrelated to post-test MMA, whereas boredom negatively predicted post-test MMA. Additionally, frustration negatively predicted self-monitoring, which positively predicted post-test MMA. Finally, pre-test MMA was a negative predictor of boredom and positively predicted post-test MMA. The results demonstrate that the dynamic interrelations between different learning-centered emotions and self-monitoring can diverge in multimedia learning. In addition, this study provides insights into the joint effects and the relative importance of emotions and self-monitoring for mental model development in multimedia learning.

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Section: Introductioncontrasting

confidence: 94%

Section: Introductioncontrasting

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-Monitoring

Riemer¹,

Schrader²

2019

Front. Psychol.

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A Framework for the Assessment of Enjoyment in Video Games

Matthews

Gilbert

2018

Lecture Notes in Computer Science

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Learning Professional Knowledge: Bachelor Nursing Students’ Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum

Hertog

Boshuizen

2021

Vocations and Learning

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Since decades, nursing education struggles with a persistent gap between the theoretical knowledge offered in the study program and its application in professional practice. To bridge this gap competence-based curricula were developed with instructional designs as authentic learning contexts and self-directed learning. In this project we explored final year Bachelor Nursing (BN) students’ experiences in learning in a newly developed curriculum, and their knowledge quality outcomes and the degree of agreement with knowledge requirements. An instrumental multiple case study was conducted with interviews, concept mapping and a domain knowledge list. Results show that a third of the participants had positive learning experiences and got high appraisals for their knowledge quality. Similar to the medium and low scoring participants, they developed instrumental knowledge but integrated other forms of learning into a system of meaning, which is needed to solve non-routine problems in future practice. Medium and low scoring participants did not profit from learning in authentic contexts and self-directed learning. In conclusion, developing sufficient professional knowledge in a constructivist competence-based curriculum is influenced by students’ intrinsic motivation to build a strong knowledge base, by their perception of how to learn and use professional knowledge, and their expectations of the degree of supervision and guidance by the teacher. It is recommended to evaluate the extent to which the intended curriculum is being taught.

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Impacts of behavioral engagement and self-monitoring on the development of mental models through serious games: Inferences from in-game measures

Cited by 14 publications

References 38 publications

Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-Monitoring

Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-Monitoring

A Framework for the Assessment of Enjoyment in Video Games

Learning Professional Knowledge: Bachelor Nursing Students’ Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum

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