Poster Information
| Title | Designing Solving the Incognitum: Toward Automatic Co-regulation based on Play Style in Educational Games |
| Presenter(s) | Jichen Zhu, Aroutis Foster and Glen Muschio |
| Session | Conference Reception, Game Exhibition, and Poster Session |
| Time | Thursday, October 16, 7:00p-10:00p |
| Location | Ballroom |
| Format | Poster Presentation |
| Description | As computer games become more sophisticated, players of educational games are given an increasing amount of agency, or learner autonomy, in how they interact with the content. However, studies have shown that unchecked learner autonomy and hence pure discovery-based learning is not the best strategy for learning. Most learners, especially in the initial learning stages, do not have the necessary declarative, procedural, and conditional knowledge to be metacognitively aware of what needs to be done (Hadwin & Oshige, 2011; Kirschner, Sweller, & Clark, 2006). By contrast, guided-discovery based learning has many advantages in scaffolding active learning and nurturing complex understanding of content (Alfieri, Brooks, Aldrich, & Tenenbaum, 2011) through co-regulation between the learner and the "advanced other" such as a teacher. In this poster, we focus on the design of "Solving the Incognitum," a point-and-click-based interactive learning environment for teaching the relationships between geological time and fossil records. In an environment based on the historical Charles Willson Peale's Museum of Art and Science, the player can locate and assemble the bones of a mastodon by answering questions about the museum exhibits. |