![]() ![]() The rest of the paper is organized as follows. We also identify promising directions towards developing a wider range of design features specifically geared towards supporting reflection in learning games. We found that these games provided reflective features however, their features were often prioritizing the accuracy of a solution after gameplay. Using a close reading approach, we identified common reflective design features used in the games. This paper presents our analysis of the 12 programming games. Our analytical framework contains our prior work on the design space of programming games and two theoretical frameworks on reflection including 1) Schön's notions of reflection-in-action and reflection-on-action, to specify when reflection features occur, and 2) Lin et al.’s four reflective design features to specify what reflective elements occur in each game. We identified 12 programming games and used them as the basis of our analysis. We use programming games as our domain of analysis because this genre of educational games is especially well-suited to examine reflection due to the demand for conscious decision making and questioning, which are crucial aspects of the reflection process. ![]() In this paper, we explore how reflection has currently been supported in educational games designed to teach programming. Spacechem top solutions how to#Therefore, this paper provides a first step toward identifying common reflective design features used in educational games to develop an understanding of how to better facilitate player reflection through game design. More work is needed to understand what reflection means in educational games, how reflection can be facilitated, and what tools currently exist in games that stimulate reflection. Often, missing the individual differences that can occur regarding reflection. As a result, current design approaches incorporate catch-all features that address reflection as a whole. While these definitions may vary across domains and produce different outcomes, they do not address how reflection is facilitated for a variety of learners or how designers can encourage learners toward this ideal state of thinking. Īdditionally, due to the diverse work regarding reflection, it is common that researchers and designers work with different definitions that summarize the act of reflection. Or, if it does, it emphasizes the accuracy of a solution over the learning process. Providing players post-gameplay assessments-especially ones that are focused on correctness-may not be enough to motivate reflective behavior at all. In this way, they can improve their ability to solve new and unseen problems. For example, in computer science education, novice programmers must focus less on the correctness of their solution and more on developing their reflective skills on their process. Reflecting on process is essential to increase learning outcomes and the learner's awareness of their own learning. While this may encourage reflection, the focus remains on accuracy over the learning process. Instead of merely letting learners revisit the content, it is more helpful to facilitate their reflection on important issues.įurther, these post-gameplay assessments often provide learners with scores or evaluations to measure the correctness of their gameplay. However, learning science researchers argue that elaboration and explanation will encourage reflection. For example, a common approach in educational games is to leave guided reflection to post-gameplay assessments or debriefs, which usually occur separately from gameplay. While reflection occurs in educational games, the educational game design and research community can benefit from more principled knowledge of how to facilitate player reflection through game design. However, only limited work has been dedicated to reflection in educational games . There is a significant body of work on game-based learning , including areas such as educational content generation , player engagement and motivation , learning outcome , and personalized learning . As games become an accepted media for education and training, how well educational games facilitate reflection can have a significant impact on players’ learning outcomes. When learners reflect, the otherwise implicit knowledge becomes digested through active interpretation, questioning, and exploration. Reflection, a cycle of ”thinking and doing”, is a crucial component of learning . ![]()
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