Exploring embedded guidance and self-efficacy in educational multi-user virtual environments

In this paper, we present the results of an exploratory study into the relationship between student self-efficacy and guidance use in a Multi-User Virtual Environment (MUVE) science curriculum project. We describe findings from a sample of middle school science students on the combined impact on learning of student self-efficacy in scientific inquiry and use of individualized guidance messages, and on the interplay between levels of self-efficacy and use of an embedded guidance system in an educational MUVE. Results from our study showed that embedded guidance was associated with improved learning outcomes for learners across a spectrum of self-reported efficacy in science. However, we also found that learners with low levels of initial self-efficacy in science viewed fewer guidance messages than their higher efficacy peers, and did not perform as well as their higher efficacy peers regardless of guidance use level. At the same time, outcomes for low self-efficacy students who used the guidance system heavily were raised to the level of high self-efficacy students who did not use the system.

[1]  R. Mayer.  Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. , 2004, The American psychologist.

[2]  Brian C. Nelson,et al.  Extending Library Services through Emerging Interactive Media , 2005 .

[3]  S. Puntambekar,et al.  Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? , 2005 .

[4]  B. Zimmerman,et al.  Impact of Self-Regulatory Influences on Writing Course Attainment , 1994 .

[5]  Robert W. Lent,et al.  Career self-efficacy: Empirical status and future directions , 1987 .

[6]  Chris Dede,et al.  Designing for Motivation and Usability in a Museum-based Multi-User Virtual Environment , 2003 .

[7]  D. Schunk.  reflecting positive , 2022 .

[8]  Amy Bruckman,et al.  Uneven Achievement in a Constructionist Learning Environment , 2000 .

[9]  Frederick G. Lopez,et al.  Sources of Mathematics Self‐Efficacy in High School Students , 1992 .

[10]  D. Ketelhut.  The Impact of Student Self-efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-user Virtual Environment , 2007 .

[11]  Paul S. Oberman,et al.  Psychometric Analysis of Computer Science Help-Seeking Scales , 2004 .

[12]  Brian C. Nelson,et al.  Design-based research strategies for studying situated learning in a multi-user virtual environment , 2004 .

[13]  Chris Dede,et al.  Making Learning Meaningful: An explatory study of using multi-user environments (MUVEs) in middle school science. , 2005 .

[14]  Cher Ping Lim,et al.  Gaming in a 3D multiuser virtual environment: engaging students in Science lessons , 2006, Br. J. Educ. Technol..

[15]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[16]  J. Gee,et al.  How Computer Games Help Children Learn , 2006 .

[17]  Yasmin B. Kafai,et al.  How computer games help children learn , 2008 .

[18]  Constance Steinkuehler,et al.  Fostering Scientific Habits of Mind in the Context of Online Play , 2006, ICLS.

[19]  David H. Jonassen.  Constructivist Uses of Expert Systems to Support Learning. , 1993 .

[20]  David Gibson,et al.  Games And Simulations in Online Learning: Research and Development Frameworks , 2006 .

[21]  Michael F. Crowley.  Women and Minorities in Science and Engineering. , 1977 .

[22]  S. Barab,et al.  Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play , 2007 .

[23]  M. Maehr.  Advances in Motivation and Achievement , 1991 .

[24]  A. Bandura.  Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.

[25]  Robert W. Lent,et al.  Relation of self-efficacy expectations to academic achievement and persistence. , 1984 .

[26]  Amy L. Baylor,et al.  Beyond Butlers: Intelligent Agents as Mentors , 2000 .

[27]  Mimi Bong,et al.  Measuring Self-Efficacy: Multitrait-Multimethod Comparison of Scaling Procedures , 2001 .

[28]  Steven D. Brown,et al.  Self-efficacy in the prediction of academic performance and perceived career options. , 1986 .

[29]  Brian C. Nelson,et al.  A design-based research strategy to promote scalability for educational innovations , 2006 .

[30]  S. Barab,et al.  Eat Your Vegetables and Do Your Homework: A Design­ Based Investigation of Enjoyment and Meaning in Learning , 2005 .

[31]  David N. Perkins,et al.  Technology Meets Constructivism: Do They Make a Marriage? , 1991 .

[32]  Amy Bruckman.  Finding One's Own Space in Cyberspace , 1996 .

[33]  Brian C. Nelson,et al.  ROBUST DESIGN STRATEGIES FOR SCALING EDUCATIONAL INNOVATIONS , 2007 .

[34]  D. Jonassen.  Objectivism versus constructivism: Do we need a new philosophical paradigm? , 1991 .

[35]  Marina Umaschi Bers,et al.  Zora: a graphical multi-user environment to share stories about the self , 1999, CSCL.

[36]  Margaret Corbit,et al.  SciCentr and BioLearn: two 3D implementations of CVE science museums , 2000, CVE '00.

[37]  David Lebow,et al.  Constructivist values for instructional systems design: Five principles toward a new mindset , 1993 .

[38]  Susan M. Land,et al.  Grounded practice and the design of constructivist learning environments , 1997 .

[39]  Richard E. Clark,et al.  Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching , 2006 .

[40]  Brett E. Shelton,et al.  The Design and Use of Simulation Computer Games in Education , 2007 .

[41]  L. Meek,et al.  American Association of University Women , 1929 .

[42]  R. Oaxaca,et al.  Women and Minorities in Science and Engineering. A Life Sequence Analysis. , 1998 .

[43]  D. Schunk.  Ability Versus Effort Attributional Feedback: Differential Effects on Self-Efficacy and Achievement , 1983 .

[44]  Brian C. Nelson.  Exploring the Use of Individualized, Reflective Guidance In an Educational Multi-User Virtual Environment , 2007 .

[45]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[46]  Amy Bruckman,et al.  Gender and programming achievement in a CSCL environment , 2002, CSCL.

[47]  Brian M. Slator,et al.  Teaching computer science with virtual worlds , 2004, IEEE Transactions on Education.

[48]  Mitchell J. Nathan,et al.  Learning sciences. , 2010, Wiley interdisciplinary reviews. Cognitive science.

[49]  Michael K. Thomas,et al.  Making learning fun: Quest Atlantis, a game without guns , 2005 .

[50]  Brian C. Nelson,et al.  Design-based Research Strategies for Developing a Scientific Inquiry Curriculum in a Multi-User Virtual Environment , 2005 .

[51]  Melanie Zibit,et al.  Online Games for 21st Century Skills , 2007 .

[52]  M. Lauko,et al.  The Nation's Report Card[TM]: Trial Urban District Assessment--Science, 2005. NCES 2007-453. , 2006 .

[53]  Constance Steinkuehler,et al.  Learning in Massively Multiplayer Online Games , 2004, ICLS.

[54]  Avi Kaplan,et al.  Exploratory Orientation as an Educational Goal , 2006 .

[55]  Marina Umaschi Bers,et al.  Interactive storytelling systems for children: using technology to explore language and identity , 1999 .

[56]  S. Wilson.  What Video Games Have to Teach Us about Learning and Literacy , 2006 .

[57]  Louette R. Johnson Lutjens.  Research , 2006 .

[58]  Frank M. Pajares,et al.  Self-Efficacy Beliefs in Academic Settings , 1996 .

[59]  Alexander D. Stajkovic,et al.  Self-efficacy and work-related performance: A meta-analysis. , 1998 .

[60]  Chunmei Huang,et al.  Self-efficacy in the Prediction of Academic Performance of Engineering Students , 2003 .

[61]  Christine Y. O'Sullivan,et al.  The Nation's Report Card: Writing, 2002. , 2003 .

[62]  David H. Jonassen,et al.  Learning with Technology: A Constructivist Perspective , 1998 .