Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments
IJAIE Volume 21, Number 1, ISSN 1560-4292
A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to learn, while on the other hand, traditional learning technologies may promote deep learning but provide limited engagement. This paper presents findings from a study with human participants that challenges the view that engagement and learning need be opposed. A study was conducted with 153 middle school students interacting with a narrative-centered learning environment. Rather than finding an oppositional relationship between learning and engagement, the study found a strong positive relationship between learning outcomes, in-game problem solving and increased engagement. Furthermore, the relationship between learning outcomes and engagement held even when controlling for students' background knowledge and game-playing experience. Additional analyses revealed that males tended to report significantly greater presence in the virtual environment than girls, and students with more game-playing experience reported significantly greater presence in the virtual environment than students with minimal game-playing experience. Follow up analyses suggested that differences in presence may be more strongly associated with game-playing experience than gender. (Contains 4 tables and 5 figures.)
Rowe, J.P., Shores, L.R., Mott, B.W. & Lester, J.C. (2011). Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments. International Journal of Artificial Intelligence in Education, 21(1), 115-133.
Cited ByView References & Citations Map
J. Elizabeth Richey, Carnegie Mellon University, United States; Juan Miguel L. Andres-Bray, University of Pennsylvania, United States; Michael Mogessie, Carnegie Mellon University, United States; Richard Scruggs & Juliana M.A.L. Andres, University of Pennsylvania, United States; Jon R. Star, Harvard University, United States; Ryan S. Baker, University of Pennsylvania, United States; Bruce M. McLaren, Carnegie Mellon University, United States
Computers & Education Vol. 139, No. 1 (October 2019) pp. 173–190
Jina Kang, The University of Texas at Austin, United States
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 2546–0
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