Journal
EDUCATION AND INFORMATION TECHNOLOGIES
Volume 19, Issue 2, Pages 361-374Publisher
SPRINGER
DOI: 10.1007/s10639-012-9219-7
Keywords
Serious games; Meta-cognition; Confidence degrees; Secondary school pupils; Reflection
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This paper describes how a short, repeated and structured opportunity to reflect was integrated in the storyline of a serious game in order to stimulate the development of a meta-cognitive skill: the ability to self-assess the degree of confidence in own answers. An empirical validation of the approach, conducted with 28 secondary school pupils, delivers an uncommon pattern: while the cognitive benefits-the acquisition of academic knowledge in optics-are negligible and mixed up, the meta-cognitive gains present a raising tendency. The experiment also demonstrates that reflection does not necessarily hamper the game flow, if certain conditions, discussed in the paper, are met.
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