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This content will become publicly available on March 21, 2023

Title: Grade 5 Students’ Elective Replay After Experiencing Failures in Learning Fractions in an Educational Game: When Does Replay After Failures Benefit Learning?
Despite theoretical benefits of replayability in educational games, empirical studies have found mixed evidence about the effects of replaying a previously passed game (i.e., elective replay) on students’ learning. Particularly, we know little about behavioral features of students’ elective replay process after experiencing failures (i.e., interruptive elective replay) and the relationships between these features and learning outcomes. In this study, we analyzed 5th graders’ log data from an educational game, ST Math, when they studied fractions—one of the most important but challenging math topics. We systematically constructed interruptive elective replay features by following students’ sequential behaviors after failing a game and investigated the relationships between these features and students’ post-test performance, after taking into account pretest performance and in-game performance. Descriptive statistics of the features we constructed revealed individual differences in the elective replay process after failures in terms of when to start replaying, what to replay, and how to replay. Moreover, a Bayesian multi-model linear regression showed that interruptive elective replay after failures might be beneficial for students if they chose to replay previously passed games when failing at a higher, more difficult level in the current game and if they passed the replayed games.
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LAK22: LAK22: 12th International Learning Analytics and Knowledge Conference
Sponsoring Org:
National Science Foundation
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