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Exploring the link between player involvement and learning within digital games

Published: 01 September 2009 Publication History

Abstract

Digital games are becoming increasingly popular with the latest generation of consoles bringing games to an even wider audience [20]. Academic interest in the educational potential of video games is also growing and seems to stem from the fact that they are considered motivating [10; 13]. However, while there is some research on what makes games engaging, there is a need to further our understanding of the link between player involvement and learning, and to develop methods to evaluate these aspects of the user experience. This paper aims to report on a study that explored this relationship through a qualitative case-study approach. The methods consisted of a combination of observed game-play and a post-play cued interview in which a video recording of the game-play was reviewed. The Digital Game Experience Model [1; 2] was then used to analyse critical instances and themes within these episodes. Two examples are presented to illustrate how the method was implemented. The findings indicate a very close relationship between learning and involvement and suggest that a certain amount of learning is required before deeper levels of involvement can be experienced. However, further research is required in order to see whether these findings can be generalised and to consider whether different forms of interaction can be incorporated into this model of game play.

References

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Calleja, G. (2007) Digital Game Involvement: A Conceptual Model. Games and Culture, 2, 236--260.
[2]
Calleja, G. (2007). Digital Games as Designed Experience: Reframing the Concept of Immersion. PhD thesis awarded by Victoria Univeristy, Wellington, New Zealand.
[3]
De Freitas, S. (2006). Learning in Immersive Worlds: A Review of Game-Based Learning. London: Joint Information Systems Committee. Retrieved April 11th, 2008 from http://www.jisc.ac.uk/media/documents/programmes/elearnin ginnovation/gamingreport_v3.pdf
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De Freitas, S., & Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers and Education, 46, 249--264.
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Egenfeldt-Nielsen, S., Smith, J. H., & Tosca, S. P. (2008). Understanding Video Games: The Essential Introduction New York and London, Routledge.
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Ericsson, K. A. & Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data (rev. ed.). Cambridge, MA: MIT Press.
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Gabbard, J. L., Hix, D., & Swan, J. E. (1999). User-centered design and evaluation of virtual environments. IEEE Computer Graphics and Applications, 19(6), 51--59.
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Guan, Z., Lee, S., Cuddihy, E., & Ramey, J. (2006). The validity of the stimulated retrospective think-aloud method as measured by eye tracking. Proceedings of SIGCHI Conference on Human Factors in Computing Systems. Montreal, April 24--27th, ACM Press, 1253--1262.
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Koenemann-Belliveau, J., Carroll, J. M. Rosson, M. B. & Singley, M. K. (1994). Comparative usability evaluation: critical incidents and critical threads. In Proceedings of CHI'94: Human Factors in Computing Systems. Boston, April 24--28th, ACM Press, 245--251.
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Kirriemuir, J., & McFarlane, A. (2004). Literature Review in Games and Learning. Futurelab series, Bristol: Futurelab. Retrieved April 19th, 2008, from http://www.futurelab.org.uk/resources/documents/lit_reviews/Games_Review.pdf
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Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science: A Multidisciplinary Journal, 5, 333--369.
[12]
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. Aptitude, Learning, and Instruction, 3, (pp. 223--253).
[13]
Mitchell, A., & Savill-Smith, C. (2004). The Use of Computer and Video Games for Learning: A Review of the Literature. Learning and Skills Development Agency, London: Ultralab. Retrieved April 19th, 2008, from http://www.lsda.org.uk/files/PDF/1529.pdf
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Nisbett, R., & Wilson, T. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231--259.
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Pelletier, C., & Oliver, M. (2006). Learning to play in digital games. Learning, media and technology, 31, 329--342.
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Pillay, H. (2003). An investigation of cognitive processes engaged in by recreational computer game players: Implications for skills of the future. Journal of Research on Technology in Education, 34, 336--350.
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Prensky, M. (2001) Digital Game-Based Learning. New York: McGraw-Hill.
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Seely-Brown, J. (2006). New learning environments for the 21st century: Exploring the edge. Change: The Magazine of Higher Learning, 38(5), 18--24.
[19]
Sefton-Green, J. (2004). Literature Review in Informal Learning with Technology Outside School. Futurelab Series, Bristol: Futurelab. Retrieved April 24th, 2008, from http://www.futurelab.org.uk/resources/documents/lit_reviews/Informal_Learning_Review.pdf
[20]
Ward, M. (2008). Casual games make a serious impact. BBC News website. Retrieved April 29, 2008, from http://news.bbc.co.uk/1/hi/technology/7301374.stm

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BCS-HCI '09: Proceedings of the 23rd British HCI Group Annual Conference on People and Computers: Celebrating People and Technology
September 2009
532 pages

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  • British Computer Society: BCS

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BCS Learning & Development Ltd.

Swindon, United Kingdom

Publication History

Published: 01 September 2009

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Author Tags

  1. digital games
  2. engagement
  3. informal learning
  4. user experience evaluation

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  • Research-article

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BCS HCI '09
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  • British Computer Society

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Overall Acceptance Rate 28 of 62 submissions, 45%

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