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首页> 外文期刊>Computers in Human Behavior >Cognitive and metacognitive support in learning with a serious game about demographic change
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Cognitive and metacognitive support in learning with a serious game about demographic change

机译：认真学习有关人口变化的游戏中的认知和元认知支持

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摘要

The goal of this experiment was to investigate the impact of metacognitive training, and metacognitive and cognitive prompting, in a game-based simulation related to demographic change. The work here is based on supporting learning with serious games by scaffolding students' self-regulated learning by fostering metacognition in constructivist learning environments. The impact of metacognitive training, and/or cognitive and metacognitive prompting, on learning outcomes and cognitive load was analyzed. A pre- and post-test assessing knowledge acquisition, metacognitive behavior, and cognitive load were applied. The learning environment was a game-based simulation of a small village that was confronted with different problems related to demographic change. Learners were tasked with developing sustainable solutions to keep the village prospering. With regard to knowledge acquisition, metacognitive and cognitive prompting proved effective, while direct metacognitive training only had a minor effect. The expected interaction effect did not turn out to be statistically significant, nor did the results show a reduction of cognitive load through direct or indirect metacognitive and cognitive support. Taken together, outcomes suggest here that game-based learning with simulations can be supported by direct and indirect metacognitive and cognitive support.
机译：该实验的目的是在与人口变化相关的基于游戏的模拟中研究元认知训练以及元认知和认知提示的影响。此处的工作基于通过建构主义学习环境中的元认知来支持学生的自我调节学习，从而通过严肃的游戏来支持学习。分析了元认知训练和/或认知和元认知提示对学习成果和认知负荷的影响。在测试前和测试后评估知识的获得，元认知行为和认知负荷。学习环境是一个小村庄的基于游戏的模拟，该村庄面临着与人口变化有关的各种问题。学习者的任务是开发可持续解决方案，以保持村庄的繁荣。在知识获取方面，元认知和认知提示被证明是有效的，而直接元认知训练仅产生很小的影响。预期的交互作用结果未显示出统计学显着性，结果也未显示通过直接或间接的元认知和认知支持而降低了认知负荷。两者合计，结果表明，基于游戏的模拟学习可以得到直接和间接的元认知和认知支持。

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