Supporting Self-Regulated Science Learning in Narrative-Centered Learning Environments

Abstract

Narrative-centered learning environments provide engaging, story-centric virtual spaces that afford opportunities for discreetly embedding pedagogical guidance for content knowledge and problem-solving skill acquisition. Students’ abilities to self-regulate learning significantly impact performance in these environments and are critical for academic achievement and lifelong learning. This chapter explores the relationship between narrative-centered learning environments and self-regulation for science learning. Connections are drawn between the salient characteristics of narrative-centered learning environments and principles for promoting self-regulation in science education. These relationships are further explored through an examination of the Crystal Island learning environment. The chapter investigates the hypothesis that narrative-centered learning environments are particularly well suited for simultaneously promoting learning, engagement, and self-regulation. Empirical support is provided by a summary of findings from a series of studies conducted with over 300 middle school students.KeywordsVirtual EnvironmentEpistemological BeliefIntelligent Tutoring SystemVirtual CharacterCompanion AgentThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.