The Effect of Learning Mechanics Design on Learning Outcomes in a Computer-Based Geometry Game

Plass, Jan L.; Homer, Bruce D.; Hayward, Elizabeth O.; Frye, Jonathan; Huang, Tsu-Ting; Biles, Melissa L.; Stein, Murphy; Perlin, Ken

doi:10.1007/978-3-642-33466-5_7

Cited by 22 publications

(8 citation statements)

References 6 publications

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“…Prior research lacked a solid design framework on in‐game content integration, and differed as to whether game mechanics (game actions and rules) or narratives should be the design focus for content integration. According to Habgood and Ainsworth (), Plass et al (), and Adams and Clark (), core game mechanics, rather than the narrative or game world, are intrinsic to the content integration in the game. Habgood and Ainsworth () designed and examined a math game Zombie Division, in which the core game mechanics required players to defeat Zombie enemies (who embodied numbers) by attacking them with a selected, divisor‐themed weapon that divided the embodied dividend into whole parts.…”

Section: Resultsmentioning

confidence: 99%

Game‐based learning engagement: A theory‐ and data‐driven exploration

Ke¹,

Xie²,

Xie³

2015

Brit J Educational Tech

104

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The promise of using games for learning is that play-and learning-engagement would occur cohesively as a whole to compose a highly motivated learning experience. Yet the conceptualization of such an integrative process in the development of play-based learning engagement is lacking. In this analytical paper, we explored and conceptualized the nature and development of game-based learning engagement via an iterative, two-stage analytical process. The first stage was theory driven. The literatures on motives of play, game and cognitive engagement, and game-based learning were reviewed and analyzed. Theoretical discussions on how learning engagement is activated and sustained during gameplay were distilled. The second stage was data driven. An in situ, multiple-case study was conducted to further examine affective and cognitive facets of learning engagement in gaming. The finding suggested that game-based learning engagement is an integrated and continuing process that advances from affective engagement driven by optimal challenge, cognitive engagement situated in playfulness, to potentially gameaction-based content engagement.

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Section: Resultsmentioning

confidence: 99%

Game‐based learning engagement: A theory‐ and data‐driven exploration

Ke¹,

Xie²,

Xie³

2015

Brit J Educational Tech

104

View full text Add to dashboard Cite

show abstract

“…It is important to recognize that players' interest may decrease as the novelty of the game-based learning environment fades [43]. One way to overcome this effect is to utilize an adequate set of different game mechanics to repeatedly foster situational interest [9], [44], [45]. However, game mechanics should be intrinsically integrated with the learning content of the game [10].…”

Section: Design Principles For Learning and Engagementmentioning

confidence: 99%

Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins

Kiili

Lindstedt

Koskinen

et al. 2021

IJSG

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While game-based learning seems to be an effective instructional approach, the underlying learning and engagement mechanisms of games are still poorly understood. In the current study, we investigated to what extent flow experience and situational interest are different indicators of engagement in game-based learning. Fifty-two Finnish 5th graders played a game on fractions at home during COVID-19 enforced distance learning. Flow and situational interest measures were embedded directly into the game environment. Results revealed that although flow experience and situational interest constructs share similar components, they also differ. In particular, regression analysis indicated that situational interest is mostly related to immersive aspects of flow. Moreover, learning gains achieved by playing the game and situational interest were positively related – a relation not found with flow. Although flow was not related to learning gains, it seems to be a more competence-oriented construct than situational interest as it was positively correlated with in-game performance. The design of the game successfully supported weaker students with adaptive scaffolds and in-game self-reporting measures worked well. Taken together, even though situational interest and flow share similar components, both constructs are important for multifaceted assessment of engagement in game-based learning. Theoretical and practical implications for engagement research and game design are discussed.

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“…Based on Hidi and Renninger's () Four‐Phase Model of Interest Development theoretical framework, the first aim of this study was to explore the development of students' situational interest throughout an intervention with NNG. The effects of novel activities such as games and simulations on situational interest have been explored before, but because of methodological challenges, situational interest is usually measured only immediately after the activity (Chen et al, ; Ronimus et al, ), and sometimes only at one time point (Plass et al, ; Plass et al, ). With few exceptions (such as Tapola, Jaakkola, & Niemivirta, ), rarely is situational interest measured while students are on‐task.…”

Section: Introductionmentioning

confidence: 99%

The development of situational interest during a digital mathematics game

Rodríguez-Aflecht

Jaakkola

Pongsakdi

et al. 2018

Computer Assisted Learning

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The present study focused on 212 fifth graders' situational interest trajectories during an intervention with a digital mathematics game called Number Navigation. Our aims were to explore the development of situational interest whilst playing the game and to investigate the relationship between situational interest and individual math interest. Growth mixture model analyses showed that in the whole sample situational interest was stable within sessions but decreased across sessions. Three different situational interest trajectories were found. Situational interest trajectories were predicted by pre-test individual interest. In turn, situational interest had an effect on post-test individual interest. Students whose situational interest trajectories were stable (either high or low) presented no changes in individual interest, yet the individual interest of students whose situational interest was triggered but not maintained markedly decreased from pre-test to post-test. Results suggest that it is important to use game-based learning not because games are believed to be "motivating"; rather, games with proven learning outcomes should be carefully selected.

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The Effect of Learning Mechanics Design on Learning Outcomes in a Computer-Based Geometry Game

Cited by 22 publications

References 6 publications

Game‐based learning engagement: A theory‐ and data‐driven exploration

Game‐based learning engagement: A theory‐ and data‐driven exploration

Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins

The development of situational interest during a digital mathematics game

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