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The authors investigated whether guidance and reflection would facilitate science learning in an interactive multimedia game. College students learned how to design plants to survive in different weather conditions. In Experiment 1, they learned with an agent that either guided them with corrective and explanatory feedback or corrective feedback alone. Some students were asked to reflect by giving explanations about their problem-solving answers. Guidance in the form of explanatory feedback produced higher transfer scores, fewer incorrect answers, and greater reduction of misconceptions during problem solving. Reflection in the form of having students give explanations for their answers did not affect learning. Experiments 2 and 3 showed that reflection promotes retention and far transfer in noninteractive environments but not in interactive ones unless students are asked to reflect on correct program solutions rather than on their own solutions. Results support the appropriate use of guidance and reflection for interactive multimedia games. Do educational games have the potential for improving aca-demic learning? For example, Prensky (2001, pp. 4–5) proposed that “by marrying the engagement of games and entertainment with the content of learning and training, it is possible to funda-
Moreno et al. (Tue,) studied this question.