Transfer of knowledge was measured only by the ability to solve the problem correctly in a post-test
Simulation game was designed so that students would help their “aunt and uncle” fix up a house. The CA was video based in the context of the game and helped students solve the problem of calculating paint and wallpaper boarder for a room. The students had access to “tools” in the program including a tape measure, workbook to record information, a reference book to look up facts, and walkie-talkie to call the help. The Non-CA group had all the tools but no walkie-talkie for help.
Advisement in simulation game was in the form of “Aunt and Uncle” giving information to lead students towards solution by being summoned by player using a walkie-talkie. Competition was created by telling the students to work quickly to beat the computer character (face icon) present on screen.
Researchers believed the lack of significance for hyp 1 can be attributed to the lack of use of the CA by students. Many never selected the CA at all. Hyp: 2& 3The CA group did score higher without competition than with it and the Non-CA groups did perform better with the competition. The differences in transfer could have been hard to detect because of the nature of a 2 question post test.Hyp 4: the control group and the treatment groups didn’t have a significant difference in transfer .
Simulation Games in Mathematics<br />Catherine Haight<br />
If we take the time to play the games are we doing any good for learning?<br />Transfer <br />Example<br />“Despite the importance of transfer of learning in education, learners in general rarely demonstrate a positive transfer” (Van Eck, 2002)<br />Transfer of learning is defined by Royer(1979) the ability to use a skill, or piece of knowledge in learned in a new situation. There are vertical transfer (skill contributes to higher learning) or horizontal (skill is learned is used in a real setting)<br />
Study (2002):Effect of Competition and Contextualized Advisement on Transfer of Mathematics Skills in a CBI Simulation Game by Richard Van Eck & Jack Dempsey<br />The task in this study is for students who had previously studied area, perimeter, math operations, and conversions were to apply these skills to calculate the materials necessary to redecorate a room in a house using a computer simulation.<br />The simulation game was designed to have assistance for the students and an element of competition if they were in the group that was being examined for that variable.<br />
Results:<br />Hypothesis 1: students who select CA more often will have higher transfer of math scores: not supported by study <br />Hypothesis 2 & 3: students in CA groups would have higher scores and students in the non-competitive games would score higher than competitive: only partial support from study<br />Hypothesis 4: students in all conditions would score higher transfer than the control group: not supported by study<br />
Implications<br />Transfer of learning should be distributed over many practice opportunities to allow for student to make the connection<br />Learning and performance contexts should be similar at first and increase “distance” with time and practice.<br />Game designers need to find ways to encourage the use of the Advisors in the game. Students may not automatically seek assistance. <br />Transfer of skills learned in context may be more difficult to transfer to a new context than knowledge acquired in a general multiple context way. <br />