Exploring Gameplay and Learning in a Narrative-Centered Digital Game for Elementary Science Education

Abstract

Recent years have seen increased exploration of the transformative potential of digital games for K-12 education. Narrative-centered digital games for learning integrate complex problem solving within compelling interactive stories. By leveraging the inherent structure of narrative and the engaging interactions afforded by commercial game engines, narrative-centered digital games for learning engage students in situated learning activities. This article presents details on the iterative design and development of a narrative-centered digital game for learning that focuses on science education for fifth-grade students. We then explore how student gameplay and learning relate by leveraging interaction log data from over 700 students playing the game. Specifically, we analyze student gameplay achievements using clustering and examine how gameplay and learning outcomes differ among the groups identified. Furthermore, we investigate if gender has an effect on student learning within the groups and what gender differences are found within the groups. The findings show that students who complete more quests and earn better in-game rewards achieve higher learning gains, and while differences exist in game playing characteristics between males and females the learning outcomes are similar.