The Effects of Fantasy Context on Children's Learning and Motivation [electronic resource] / Louise E. Parker and Mark R. Lepper.
Examined were the effects on children's learning and motivation of the embedding of instructional materials in various fantasy contexts. Students in the third grade worked with graphics commands from the LOGO programming language under one of three conditions. In a control condition, students w...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1987.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED294676 | ||
| 099 | |f ERIC DOC # |a ED294676 | ||
| 100 | 1 | |a Parker, Louise E. | |
| 245 | 1 | 4 | |a The Effects of Fantasy Context on Children's Learning and Motivation |h [electronic resource] / |c Louise E. Parker and Mark R. Lepper. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1987. | ||
| 300 | |a 10 p. | ||
| 500 | |a ERIC Document Number: ED294676. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Psychological Association (New York, NY, August 28-September 1, 1987). |5 ericd. | ||
| 500 | |a Educational level discussed: Grade 3. | ||
| 500 | |a Educational level discussed: Primary Education. | ||
| 520 | |a Examined were the effects on children's learning and motivation of the embedding of instructional materials in various fantasy contexts. Students in the third grade worked with graphics commands from the LOGO programming language under one of three conditions. In a control condition, students were given a series of abstract problems characteristic of traditional instructional methods. In two fantasy conditions, identical problems were presented within a fantasy problem-solving context. In one group, children were given their choice of three alternative fantasy contexts; in the other, children were assigned fantasies yoked to the choices of the other group. Students were tested on their knowledge of LOGO and several underlying geometric concepts before, immediately after, and 2 weeks after the experimental sessions. Both fantasy groups showed significantly greater knowledge of LOGO, but not of underlying concepts, than their no-fantasy counterparts. There were no differences between the two fantasy groups. Unexpectedly, girls outperformed boys on both tests. Implications regarding the use of motivational embellishments to enhance interest and promote learning are discussed. (Author/RH) | ||
| 650 | 0 | 7 | |a Computer Graphics. |2 ericd. |
| 650 | 0 | 7 | |a Computer Uses in Education. |2 ericd. |
| 650 | 1 | 7 | |a Context Effect. |2 ericd. |
| 650 | 1 | 7 | |a Elementary School Students. |2 ericd. |
| 650 | 1 | 7 | |a Fantasy. |2 ericd. |
| 650 | 0 | 7 | |a Grade 3. |2 ericd. |
| 650 | 1 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 650 | 1 | 7 | |a Learning. |2 ericd. |
| 650 | 0 | 7 | |a Primary Education. |2 ericd. |
| 650 | 1 | 7 | |a Sex Differences. |2 ericd. |
| 650 | 1 | 7 | |a Student Motivation. |2 ericd. |
| 700 | 1 | |a Lepper, Mark R. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED294676.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED294676 |h Other scheme |i web |n 1 |