Developing ACT-R Model for Key Concept Recall in a Multilayered K-12 Educational Game
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| 發表在: | European Conference on Games Based Learning vol. 2 (Oct 2025), p. 1079-1084 |
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Academic Conferences International Limited
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| 100 | 1 | |a Farzan, Farshid |u Cognitive Group, Psychology Department, University of Memphis, USA | |
| 245 | 1 | |a Developing ACT-R Model for Key Concept Recall in a Multilayered K-12 Educational Game | |
| 260 | |b Academic Conferences International Limited |c Oct 2025 | ||
| 513 | |a Conference Proceedings | ||
| 520 | 3 | |a Educational games, while widely used to enhance engagement and motivation, often struggle to balance instructional content with compelling gameplay. Although integrating learning and gameplay within a unified structure is theoretically effective, it presents practical challenges in achieving both high engagement and instructional impact. To address this, the current study introduces an intertwined Multilayered Educational Game - Computer-based Framework (iMEG C-Framework) and an ACT-R cognitive model to simulate the recall process. These models will be evaluated across three instructional conditions (Traditional Learning, Classic Educational Game, and iMEG) targeting K-12 students in both shortand long-term memory tasks. Cognitive modeling is particularly valuable in K-12 contexts where large-scale studies are often difficult. The iMEG framework separates game mechanics, instructional content, and feedback to create a more adaptive and organized learning experience. ACT-R modeling supports analysis of how students encode, store, and retrieve key concepts, enabling real-time adaptive feedback and instructional refinement. A within-subjects experiment will be conducted with 39 seventh-grade students across three counterbalanced conditions, each involving a 75-minute session on board game design, followed by retention assessments one and seven days later. By combining experimental data with ACT-R modeling, this study explores predictive capabilities and the impact of different game-based learning structures on student trajectories, contributing to the design of motivation-driven learning environments in K-12 education. | |
| 653 | |a Recall | ||
| 653 | |a Memory tasks | ||
| 653 | |a Students | ||
| 653 | |a Design of experiments | ||
| 653 | |a Games | ||
| 653 | |a Learning | ||
| 653 | |a Memory | ||
| 653 | |a Educational objectives | ||
| 653 | |a Feedback | ||
| 653 | |a Modelling | ||
| 653 | |a Education | ||
| 653 | |a Multiple choice | ||
| 653 | |a Retention | ||
| 653 | |a Real time | ||
| 653 | |a Mechanics | ||
| 653 | |a Cognitive tasks | ||
| 700 | 1 | |a Bikdeli, Paria |u Educational Technology, Islamic Azad University, Iran | |
| 773 | 0 | |t European Conference on Games Based Learning |g vol. 2 (Oct 2025), p. 1079-1084 | |
| 786 | 0 | |d ProQuest |t Advanced Technologies & Aerospace Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3269933842/abstract/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3269933842/fulltext/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3269933842/fulltextPDF/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |