The role of deep feature provision and student collaboration on computer game-based exploration as preparation for future learning

In contrast to traditional teaching, in problem-solving first followed by instruction (PS-I) approaches students first explore problems with subsequent explicit instruction on the canonical solution. As literature indicates, students' recognition of deep features is crucial for their learning success in PS-I designs. In our PS-I study (12th grade classes, N = 161), as first factor we examined the impact of guidance providing explicit (vs. implicit) deep feature information about the ‘three-finger-rule’ within a computer game-based problem-solving phase. Additionally, we assessed the role of collaboration (individually vs. working in dyads) for learning success as second factor.We revealed a positive effect of collaboration on reproduction, albeit not on near transfer posttest items. Furthermore, no difference between explicit and implicit guidance was found. However, further moderator exploration revealed that students with higher prior knowledge profit most from implicit guidance. Although the recognition of deep features is considered crucial in PS-I designs, explicitly providing deep feature information may not universally enhance learning compared to using learning material (like the computer game) that implicitly highlights deep features. Implicit guidance that may provide greater freedom for self-explanation possibly allows students with higher prior knowledge to independently develop beneficial conceptual explanations during the problem-solving phase.