Learning is not Self-Evident: Conceptual Change Demands Time an Support.

Most learning theories relay on an assumption that concepts change through enrichment of prior knowledge. Conceptual change, as a learning theory, states that change in conceptual structures could not be achieved through additive mechanisms involving only enrichment of pre-existing knowledge. Conceptual change is required, for example in acquisition of the concept of fraction because it requires radical changes in the preexisting concept of natural number. The aim of this article is to study the conceptual change in the context of game based learning. The study focuses on the process of conceptual change trying to reveal playing patterns that facilitate and trigger it. In this article, conceptual change is studied through game designed to teach mathematics - number axis with decimal, fraction and percent numbers. Traditionally, the comparison between these numbering systems has been found relatively challenging. The overall aim of the study (N=369) is to broaden knowledge of the process of conceptual change in games involving teachable agents. The results clearly indicate that some of the learners had illusions of understanding about the number axis, but their high motivation and good metacognitive strategies lead to perception of the conflicting notions and finally resulted in more radical conceptual change. To summarize, the results of this study, as well as previous research, indicate that sufficient playing time, adequate prior knowledge, good metacognitive strategies, high motivation and game elements that trigger reflection support conceptual change. Thus educational games cannot be only supplementary amusement, but pedagogically well designed tools that should facilitate reflective processes both during and after the playing sessions. [ABSTRACT FROM AUTHOR]