Visualizing player behavior in complex problem solving tasks such as games is important for both ... more Visualizing player behavior in complex problem solving tasks such as games is important for both assessing learning and for the design of content. We collected data from 195 high school students playing an optics puzzle game, Quantum Spectre, and modeled their game play as an interaction network, examining errors hypothesized to be related to a lack of implicit understanding of the science concepts embedded in the game. We found that the networks were useful for visualization of student behavior, identifying areas of student misconceptions and locating regions of the network where students become stuck. Preliminary regression analyses show a negative relationship between the science misconceptions identified during gameplay and implicit science learning.
Understanding player behavior in complex problem solving tasks is important for both assessing le... more Understanding player behavior in complex problem solving tasks is important for both assessing learning and for the design of content. Previous research has modeled student-tutor interactions as a complex network; researchers were able to use these networks to provide visualizations and automatically generated feedback. We collected data from 195 high school students playing an optics puzzle game, Quantum Spectre, and modeled their game play as an interaction network. We found that the networks were useful for vi-sualization of student behavior, identifying areas of student misconceptions, and locating regions of the network where students become stuck.
Martian Boneyards is a game of scientific mystery that shows promise that social, digital games m... more Martian Boneyards is a game of scientific mystery that shows promise that social, digital games may be successful in promoting and measuring sustained scientific inquiry. Educators and game designers worked together to create this highly aesthetic and compelling game in the high-definition, massively multiplayer online environment (MMO), Blue Mars, striving to engage a new audience in scientific activity. A public, game-savvy audience spent an average of 30 hours in the game over the 4-month implementation ...
Abstract: A prototype alternate-reality game called Canaries in a Coalmine presented players with... more Abstract: A prototype alternate-reality game called Canaries in a Coalmine presented players with an ominous message from the future, a modern-day battle with overly sensationalized media, and a challenge to both solve the game's mystery and take environmental action in the present. Designed to engage a broad public in citizen science using high quality scientific digital resources to build knowledge about complex scientific issues facing our society, Canaries failed... or did it? Fewer than expected players ...
This paper reports on research of a game designed for scientific inquiry in a new and publically ... more This paper reports on research of a game designed for scientific inquiry in a new and publically available massively multiplayer online environment (MMO). Educators and game designers worked together to create a highly immersive environment, a compelling storyline, and research-grounded tools for scientific inquiry within the game. The designers also played characters within the game that allowed them to deliver an evolving and responsive game narrative while also serving as participant observers for the ...
International Journal of Game-Based Learning (IJGBL), 2012
This paper reports on research of a game designed for scientific inquiry in a new and publicly av... more This paper reports on research of a game designed for scientific inquiry in a new and publicly available massively-multiplayer online environment (MMO). Educators and game designers worked together to create a highly immersive environment, a compelling storyline, and research-grounded tools for scientific inquiry within the game. The designers also played characters within the game that allowed them to deliver an evolving and responsive game narrative while also serving as participant observers for the research. ...
In this paper, we investigate the impact of flow (operationalized as heightened challenge and ski... more In this paper, we investigate the impact of flow (operationalized as heightened challenge and skill), engagement, and immersion on learning in game-based learning environments. The data was gathered through a survey from players (N ¼ 173) of two learning games (Quantum Spectre: N ¼ 134 and Spumone: N ¼ 40). The results show that engagement in the game has a clear positive effect on learning, however, we did not find a significant effect between immersion in the game and learning. Challenge of the game had a positive effect on learning both directly and via the increased engagement. Being skilled in the game did not affect learning directly but by increasing engagement in the game. Both the challenge of the game and being skilled in the game had a positive effect on both being engaged and immersed in the game. The challenge in the game was an especially strong predictor of learning outcomes. For the design of educational games, the results suggest that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments.
Visualizing player behavior in complex problem solving tasks such as games is important for both ... more Visualizing player behavior in complex problem solving tasks such as games is important for both assessing learning and for the design of content. We collected data from 195 high school students playing an optics puzzle game, Quantum Spectre, and modeled their game play as an interaction network, examining errors hypothesized to be related to a lack of implicit understanding of the science concepts embedded in the game. We found that the networks were useful for visualization of student behavior, identifying areas of student misconceptions and locating regions of the network where students become stuck. Preliminary regression analyses show a negative relationship between the science misconceptions identified during gameplay and implicit science learning.
Understanding player behavior in complex problem solving tasks is important for both assessing le... more Understanding player behavior in complex problem solving tasks is important for both assessing learning and for the design of content. Previous research has modeled student-tutor interactions as a complex network; researchers were able to use these networks to provide visualizations and automatically generated feedback. We collected data from 195 high school students playing an optics puzzle game, Quantum Spectre, and modeled their game play as an interaction network. We found that the networks were useful for vi-sualization of student behavior, identifying areas of student misconceptions, and locating regions of the network where students become stuck.
Martian Boneyards is a game of scientific mystery that shows promise that social, digital games m... more Martian Boneyards is a game of scientific mystery that shows promise that social, digital games may be successful in promoting and measuring sustained scientific inquiry. Educators and game designers worked together to create this highly aesthetic and compelling game in the high-definition, massively multiplayer online environment (MMO), Blue Mars, striving to engage a new audience in scientific activity. A public, game-savvy audience spent an average of 30 hours in the game over the 4-month implementation ...
Abstract: A prototype alternate-reality game called Canaries in a Coalmine presented players with... more Abstract: A prototype alternate-reality game called Canaries in a Coalmine presented players with an ominous message from the future, a modern-day battle with overly sensationalized media, and a challenge to both solve the game's mystery and take environmental action in the present. Designed to engage a broad public in citizen science using high quality scientific digital resources to build knowledge about complex scientific issues facing our society, Canaries failed... or did it? Fewer than expected players ...
This paper reports on research of a game designed for scientific inquiry in a new and publically ... more This paper reports on research of a game designed for scientific inquiry in a new and publically available massively multiplayer online environment (MMO). Educators and game designers worked together to create a highly immersive environment, a compelling storyline, and research-grounded tools for scientific inquiry within the game. The designers also played characters within the game that allowed them to deliver an evolving and responsive game narrative while also serving as participant observers for the ...
International Journal of Game-Based Learning (IJGBL), 2012
This paper reports on research of a game designed for scientific inquiry in a new and publicly av... more This paper reports on research of a game designed for scientific inquiry in a new and publicly available massively-multiplayer online environment (MMO). Educators and game designers worked together to create a highly immersive environment, a compelling storyline, and research-grounded tools for scientific inquiry within the game. The designers also played characters within the game that allowed them to deliver an evolving and responsive game narrative while also serving as participant observers for the research. ...
In this paper, we investigate the impact of flow (operationalized as heightened challenge and ski... more In this paper, we investigate the impact of flow (operationalized as heightened challenge and skill), engagement, and immersion on learning in game-based learning environments. The data was gathered through a survey from players (N ¼ 173) of two learning games (Quantum Spectre: N ¼ 134 and Spumone: N ¼ 40). The results show that engagement in the game has a clear positive effect on learning, however, we did not find a significant effect between immersion in the game and learning. Challenge of the game had a positive effect on learning both directly and via the increased engagement. Being skilled in the game did not affect learning directly but by increasing engagement in the game. Both the challenge of the game and being skilled in the game had a positive effect on both being engaged and immersed in the game. The challenge in the game was an especially strong predictor of learning outcomes. For the design of educational games, the results suggest that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments.
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gathered through a survey from players (N ¼ 173) of two learning games (Quantum Spectre: N ¼ 134 and Spumone: N ¼ 40). The results show that engagement in the game has a clear positive effect on learning, however, we did not find a significant effect between immersion in the game and learning. Challenge of the game had a positive effect on learning both directly and via the increased engagement. Being skilled in the game did not affect learning directly but by increasing engagement in the game. Both the challenge of the game and being skilled in the game had a positive effect on both being engaged and immersed in the game. The challenge in the game was an especially strong predictor of learning outcomes. For the design of educational games, the results suggest that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments.
gathered through a survey from players (N ¼ 173) of two learning games (Quantum Spectre: N ¼ 134 and Spumone: N ¼ 40). The results show that engagement in the game has a clear positive effect on learning, however, we did not find a significant effect between immersion in the game and learning. Challenge of the game had a positive effect on learning both directly and via the increased engagement. Being skilled in the game did not affect learning directly but by increasing engagement in the game. Both the challenge of the game and being skilled in the game had a positive effect on both being engaged and immersed in the game. The challenge in the game was an especially strong predictor of learning outcomes. For the design of educational games, the results suggest that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments.