Abstract:

Emergent findings are showing the benefits of game-based learning environments compared to more traditional pedagogical methods (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012; Wouters, van Nimwegen, Oostendorp, & van der Spek, 2013). This study examined the effect of integrating a game-based learning environment called Crystal Island – Uncharted Discovery on science content knowledge and motivation over four weeks in 5th grade classrooms. The schedule included twelve 50-minute classrooms in which six class periods involved playing the game and six involved supplemental lessons that aligned with the curriculum in the game. A total of 797 students across eight schools participated. The study itself was conducted within a naturalistic school environment as teachers were provided with professional development training and an in-game Teacher Dashboard to monitor and control usage of the game. In addition, students were provided with passwords and encouraged to play Crystal Island – Uncharted Discovery at home.

Crystal Island – Uncharted Discovery is an immersive game-based learning environment described more fully in prior work (Lester, Spires, Nietfeld, Minogue, Mott, & Lobene, 2014; Nietfeld, Shores, Hoffmann, 2014). In the game students play the role of a shipwrecked passenger who is stranded on a volcanic island. The overall goal is to solve a series of quests (7 total) in order to find a way off of the island. The quests are self-contained game-like activities focusing on landform identification, map navigation, and modeling (topics aligned with state science curriculum), respectively, and are leveled based on difficulty. The students are free to complete the quests in any order they please; however, students must successfully complete the first level of all quests before engaging in any of the second level quests. A number of scaffolds are available to assist in problem solving including maps, landform experts who happened to be among the ship-wrecked crew, a tablet equipped with note-taking tools, a camera, a log to monitor quest completion and progress, a glossary of key landform and map skill terminology, and a problem-solving application.

Results revealed significant gains in science content from pre (M = 11.84, SD = 4.05) to posttest (M = 13.63, SD = 3.65). Pre and post data was also collected for science self-efficacy and task science task value and posttests also included attributions for in-game performance and interest. The presentation will provide detailed findings related to motivation in addition to discussing the implications for integrating game-based learning environments into naturalistic educational settings.

Keywords:

Game-based learning environments, serious games, transfer, science, motivation.