This study examines whether surprising events can be used to stimulate students’ playful learning in a GBL environment in the domain of proportional reasoning. The assumed effect of surprise is that unexpected events interrupt an expectation and therefore triggers the player to evaluate the new situation more extensively (enhanced retrieval and updating of an existing mental model). We hypothesized that a group with surprising events would outperform a group without surprising events on learning. Although we had to reject this hypothesis, a closer examination provides some evidence that the effect of surprising events may interact with the educational level of the student.
|Title of host publication||EARLI 2015 - Limassol (Cyprus)|
|Subtitle of host publication||Books of Abstracts|
|Number of pages||1|
|Publication status||Published - 25 Aug 2015|
|Event||16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015: Towards a reflective society: synergies between learning, teaching and research - Limassol, Cyprus|
Duration: 25 Aug 2015 → 29 Aug 2015
Conference number: 16
|Conference||16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015|
|Period||25/08/15 → 29/08/15|
Wouters, P., van Oostendorp, H., ter Vrugte, J., de Jong, T., Vandercruysse, S., & Elen, J. (2015). The Role of Surprising Events in a Math-game on Proportional Reasoning. In EARLI 2015 - Limassol (Cyprus): Books of Abstracts EARLI.