Abstract:

Effective self-regulated learning (SRL) relies upon the selection, monitoring, and regulation of goals. Yet, surprisingly the impact of goals has been understudied in game-based learning environments (GBLEs). In more complex GBLEs a sustained goal-driven focus is critical for learners to attain improved learning outcomes. Therefore, the current study focused on the selection of in-game narrative-based goals presented in MISSIONS WITH MONTY, a GBLE targeting metacomprehension skills for 5th graders (N = 211) on expository science texts. The primary research question asked what types of goals predict learning outcomes in the GBLE experience.

In MISSIONS WITH MONTY the player fills the role of a promising young science professor traveling to work with Monty, a monitor lizard and world-renowned scientist known for his ability to solve real-life problems. Monty has created Wildlife University (WU) in a remote rainforest where students and professors (all animal characters) conduct research on saving their natural habitats. Unfortunately, upon arrival at WU the player realizes that:
1) WU has been recently closed due to animals getting sick and
2) Monty has gone missing and is tasked with solving these two dilemmas.

MISSIONS WITH MONTY includes three key curricular units (ecosystems, Earth and human activity, from molecules to organisms) that align with state and national standards.

During the initial stages of the game players are asked to rate the extent to which they are adopting six different narrative-centered goals including those from the achievement goal literature relating to performance-based (e.g., “earning more badges”) and mastery-based (e.g, “discovering what’s making the animals sick”) goals. Pre and post measures of science conceptual knowledge were administered and students played the game for approximately five weeks in their classrooms. Results of a multiple regression analysis predicting posttest science knowledge revealed that both the goal of discovering the cause of the sickness (beta = .175, p = .012) and the desire to earn more badges (beta = .149, p = .048) were significant predictors even when accounting for a measure of mastery goals, science self-efficacy, and pretest science knowledge. Further results related to goals and the implications of these findings will be discussed.

Keywords:

Game-based learning, achievement goals, science, reading.