Not just fun, but serious strategies:
Using meta-cognitive strategies in
game-based learning
Presenter: Hsiao-lan Lee
Professor: Ming-Puu Chen
Date: 03 / 30 / 2009
Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive
strategies in game-based learning. Computers & Education, 52(4), 800-810.
Introduction (1/3)
Computer games have potential as a learning environment.
Interactive learning environments allow learners to
construct understandings by interacting with information,
tools, and materials (Dickey, 2007).
1. combine knowledge from different areas to choose a solution
or to make a decision at a certain point
2. test how the outcome of the game may change based on their
decisions and actions
3. contact other team members to discuss and negotiate
subsequent steps, thus improving their social skills
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Introduction (2/3)
As game-based learning is focused on achieving the
particular objectives of given educational content through
game play, players’ attempts to solve problems are
maintained throughout the learning session.
– apply their own strategies to solve problems in a game
Meta-cognitive strategies seem to play an important role in
problem solving situations like gaming.
– In this study, meta-cognitive strategies for gaming are
developed and adopted to help students effectively exercise
social problem solving skills.
A Massively Multiple Online Role Playing Game (MMORPG)
was selected as a game-based learning environment.
– provide a flexible learning environment which provides
scaffolding for problem solving
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Introduction (3/3)
This research hypotheses are listed below:
1. There is a significant effect of the meta-cognitive strategies on
both the achievement in gaming and the achievement in
learning.
2. There is a significant effect of the meta-cognitive strategies on
the social problem solving ability.
3. There is a significant effect of the meta-cognitive strategies via
social problem solving on both the achievement in gaming and
the achievement in learning.
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Meta-cognitive strategies in game play
Meta-cognition:
– conscious control of learning, planning and selecting
strategies, monitoring the progress of learning, correcting errors,
analyzing the effectiveness of learning strategies, and changing
learning behaviors and strategies (Ridley, Schutz, Glanz, and Weinstein,
1992)
A model of meta-cognition (Nelson & Narens, 1994)
– The model explains the relationship
between the meta-level cognition
and object-level of cognition
Games put learners in, the role of
decision-maker pushing them through
ever-harder challenges.
– Using meta-cognition to select and use particular strategies in a
given context for a specific purpose as in a game-based
learning means that the learner can think and make conscious
decisions about the learning process (Anderson, 2002).
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Social problem solving in game play
Games can provide a meaningful framework for offering
problems to students (Kiili, 2005).
Social problem solving:
– the self-directed cognitive behavioral process of trying to identify
or discover effective or adaptive ways of coping with problems
in daily life (D’Zurilla & Nezu, 1999)
– The word ‘‘social” implies the social context in which the
problem solving takes place.
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Developing meta-cognitive strategies for the study
This study supports the definition of meta-cognitive strategies as
‘‘the specific activities activating meta-cognition.”
Game play is a fascinating activity for activating metacognition, because it is a series of activities of watching,
listening, speaking (writing), and operating.
Three meta-cognitive strategies were developed for game play
based on three dimensions of meta-cognition
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Method
Participants: 132 ninth grade students and age from 15 to 16
The on-line game: a commercially available MMORPG
– the set in the economic context  allows the players to
experience economic activities
– The goal of learning: understand and apply the principles of a
market economy
Social problem solving ability inventory
– the social problem solving inventory revised (SPSI-R) by
D’Zurilla et al. (2002)
– 5 subscales: (1) positive problem solving (PPS), (2) negative
problem solving (NPS), (3) rational problem solving (RPS),
(4) impulsivity/carelessness style (ICS), and (5) avoidance style
(AS).
Achievement test: assess the knowledge of economic principles
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Result
Analysis of correlations between variables:
Path analysis model:
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Conclusions (1/2)
Investigate the effects of meta-cognitive strategies on problem
solving ability and achievements in game-base learning:
1. Thinking aloud strategy is the strongest variable affecting
social problem solving ability.  Discussing game play with
peers during break sessions positively affects their social
problem solving ability.
2. The second strongest variable is modeling.  an activity that
students do with peers
3. The weakest variable is self-recording, where students record
their game activities during break sessions. Self-recording is
an individual activity rather than a social one.
Social problem solving affected both achievements in learning
and gaming very strongly.
– Players have to use social interaction and social skills a part of
the game mission.
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Conclusions (2/2)
A commercial game in game-based learning in conjunction with
meta-cognitive strategies can be an effective learning
environment for increasing students’ performance.
– focus more on the educational potential of commercial games by
adopting teaching strategies such as meta-cognitive strategies
Talking and watching strategies such as thinking aloud and
modeling are more effective than writing activities in enhancing
the students’ performance in game-based learning.
– Self-regulation are to be developed and deployed for increased
performance in gaming and learning.
– According to the Vygoskian view, mediation is the mechanism
through which external and social activities are transformed
into internal and mental cognition (Vygotsky, 1978).
– Matching these views, the three meta-cognitive strategies could
mediate between their game-playing and cognition.
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