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Learning Science and Engineering Seminar Seminar Sep 19 2022 Bruce McLaren - Shared screen with speaker view
John Pane
34:21
What was the mechanism of assignment to the two groups? Randomization?
Ken Koedinger
34:44
Errors measure is during instruction, yes?
Vincent Aleven
34:50
So, no tradeoff between fun and learning!
Dollaya Hirunyasiri
37:45
Intereseting!
Akhuseyinoglu, Kamil
37:49
Study 1: which feature of the game was responsible for that difference between groups
klahr70
40:59
What makes something a game? What are the uniqueFeatures of instructional games, vs just instruction (no game)
Sasha (she/her) (text)
42:35
question: in the beginning, the studies that only found small effect sizes - is that compared to traditional instruction or compared to nothing?
Sasha (she/her) (text)
43:17
if students stopped playing early, what would they be doing instead? Was this happening in class?
Akhuseyinoglu, Kamil
44:15
Study 2(a): what type of control could have created learning gain difference? Compared to studies of Dr. Aleven (where they found the effect of problem selection on learning), what could have been done different to see such an effect
Dollaya Hirunyasiri
46:54
What does it mean Learning Focus game?
Dollaya Hirunyasiri
47:30
Does it mean that we emphasizes on learning than enjoyment. How does it look like? Still can’t imagine it.
Akhuseyinoglu, Kamil
48:01
(screenshot of those conditions in Study 3)
Sasha (she/her) (text)
51:15
do you think the enjoyment model might be less useful too students since it's telling them information they already know?
Sasha (she/her) (text)
52:01
sorry, to clarify are all classrooms pre pandemic?
Vincent Aleven
52:14
Is the result that females learned more specific to the game conditions or did it also happen in non-game control conditions?
Ken Koedinger
53:33
Wow, interesting results comparing remove and classroom. Did remote students have a higher pre-test (consistent that the finishers in remote settings were stronger students)?
Hayden Stec
55:27
Have you done (or considered) doing studies with online school or homeschool students to see how these pandemic results compare to students familiar with remote or at home schooling?
Sasha (she/her) (text)
56:02
sorry, are some students being excluded from post-test in remote? If some students did well but others did badly why does that not average out?
Ken Koedinger
56:41
John: Going back to your question about Study 1, it seems it was pseudo-random assignment at the classroom level (blocked by classroom performance level). See p. 44 in the paper, http://www.cs.cmu.edu/~bmclaren/pubs/McLarenEtAl-ComputerBasedGameThatPromotesMathLearningMoreThanAConventionalApproach-IJGBL2017.pdf
John Pane
56:57
Thanks Ken.
John Pane
57:24
Is that true for all these experiments (except the in-school vs. remote)?
Ken Koedinger
01:00:00
I'm not sure, but the following explanation given for Study 1 seems to suggest it is likely true across all experiments: “Because of the distractionand demotivation that might have occurred with students sitting next to one another working withdifferent materials, participants were assigned by classroom to one of the two instructional conditions:(1) Game (n = 70) or (2) Non-Game (n = 83). “
Akhuseyinoglu, Kamil
01:00:41
Study 5: What was the main difference with Johnson & Mayer study that result in an opposite finding from their study?
Akhuseyinoglu, Kamil
01:06:58
Could agency might work differently for different age group students (within a game-based environment)? Did you explore agency effect with older learners beyond fraction grame?
Vincent Aleven
01:07:07
Is the following perhaps a key take-away: The tension between fun and learning is not inevitable. Fun and learning can go hand-in-hand.
Leah Teffera
01:08:49
you’ve mentioned that across studies, female students generally perform better than male students. does that also hold across racial demographics – so for example, do latina students perform better than male students?
Harley Chang
01:13:29
Thanks for the wonderful talk Bruce!
Sasha (she/her) (text)
01:16:02
did those studies from the mass see any enjoyment effects, intimidation by math effects etc? A good effect on that but equal learning could still be considered a good result.
Sasha (she/her) (text)
01:16:12
(if worse than a gain in learning result like here)
Yun Huang
01:17:06
perhaps the value of choice/agency was not communicated/clear to students?
Sasha (she/her) (text)
01:20:02
could the fact that there are many games but much fewer skills (so several games have the same skill) affect the effects of agency?
Yun Huang
01:20:21
Have you considered after a healthy dosage of learning in a game, if you reduce the enjoyment level of the game, students could still sustain their engagement and learning in the game (vs. they always need the game environement)?
Ken Koedinger
01:20:48
It seems some features of the game in study 1 not present in the non-game are "shooting a dart” and maybe also the use of a number line in the game (Fig 3) but not in the non-game (Fig 5)? Are these possible confounds -- is a number line a game feature?
Sasha (she/her) (text)
01:24:07
thank you!
Yun Huang
01:24:10
Really inspiring talk!
Steven Moore (he/him)
01:24:13
Great talk!!
Vincent Aleven
01:24:14
Very nice work!
John Pane
01:24:15
Thanks Bruce!
Ken Koedinger
01:24:20
Thanks!
Leah Teffera
01:24:21
Thanks Bruce!