Hiller A. Spires

TL;DR: The authors found that students who participate in the design of plant parts remember more and transfer what they have learned to solve new problems better than students who learn the same materials without participation, regardless of whether the agent's words were presented as speech or on-screen text.

TL;DR: The authors investigated the effects of collaborative and single game player conditions on science content learning and science self-efficacy and found that there were no differences between the two playing conditions; however, when conditions were collapsed, science contents learning and selfefficacy significantly increased, and the composition of collaboration interaction among game players to assess what types of collaborative tasks may yield positive learning gains.

TL;DR: This article found that hypothesis testing strategies play a central role in game-based learning environments that involve problem-solving tasks, thereby demonstrating strong connections to science content learning and in-game performance.

TL;DR: In this article, a study was conducted to learn from middle grades students, through surveys and focus groups, what engages them to achieve in school, and the findings were viewed within the context of global changes and the new demands that this trend places on education.

TL;DR: In this paper, a prior knowledge activation strategy (PKA) was used to encourage students to make spontaneous connections between their personal knowledge and informational texts and students who learned to use the PKA strategy consistently outperformed students in a main idea (MI) treatment group and those in a no-instruction control group on application-level comprehension questions but not literal-level questions.