Examining the Relationship of Gameplay and Learning in a Narrative-Centered Digital Game for Science Education

Seung Y. Lee, Bradford W. Mott, Jessica Vandenberg, Hiller A. Spires, James C. Lester

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, narrative-centered digital games for learning engage students in situated learning activities. In this paper, we investigate how student gameplay and learning relate in a narrative-centered digital game for learning that focuses on science education for fifth grade students. Specifically, leveraging interaction log data from a study with over 700 students we analyze student gameplay achievements using clustering and examine how gameplay and learning outcomes differ among the groups identified. The findings show that students who complete more quests and earn better in-game rewards achieve higher learning gains.