Game performance as a measure of comprehension and skill transfer

G. Tanner Jackson, Erica L. Snow, Laura K. Varner, Danielle McNamara

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

Intelligent Tutoring Systems (ITSs) have begun to develop hybrid systems that balance the learning benefits of ITSs with the motivational benefits of games. iSTART-ME (Motivationally Enhanced) is a new game-based learning environment developed on top of an existing ITS for reading comprehension (iSTART). In an 11 session lab-based study, 40 high school students interacted with the full iSTART-ME system and completed comprehension measures at multiple time points (pretest, posttest, retention, and transfer). The current work examined students' comprehension outcomes and how they were related to performance within three integrated practice methods: Coached Practice (non-game), Showdown (game-based), and Map Conquest (game-based). Results indicate that performance within the game-based practice environments was positively related to comprehension outcomes, whereas performance within the non-game environment had no relation to subsequent comprehension measures.

Original languageEnglish (US)
Title of host publicationFLAIRS 2013 - Proceedings of the 26th International Florida Artificial Intelligence Research Society Conference
Pages497-502
Number of pages6
StatePublished - Dec 13 2013
Event26th International Florida Artificial Intelligence Research Society Conference, FLAIRS 2013 - St. Pete Beach, FL, United States
Duration: May 22 2013May 24 2013

Publication series

NameFLAIRS 2013 - Proceedings of the 26th International Florida Artificial Intelligence Research Society Conference

Other

Other26th International Florida Artificial Intelligence Research Society Conference, FLAIRS 2013
CountryUnited States
CitySt. Pete Beach, FL
Period5/22/135/24/13

ASJC Scopus subject areas

  • Artificial Intelligence

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