Individual Differences in Gameplay and Learning: A Narrative-Centered Learning Perspective

摘要

Narrative-centered learning environments are an important class of educational games that situate learning within rich story contexts. The work presented in this paper investigates individual differences in gameplay and learning during student interactions with a narrative-centered learning environment, Crystal Island. Findings reveal striking differences between high- and low-achieving science students in problem-solving effectiveness, attention to particular gameplay elements, learning gains and engagement ratings. High-achieving science students tended to demonstrate greater problem-solving efficiency, reported higher levels of interest and presence in the narrative environment, and demonstrated an increased focus on information gathering and information organization gameplay activities. Lower-achieving microbiology students gravitated toward novel gameplay elements, such as conversations with non-player characters and the use of laboratory testing equipment. The findings have implications for the design of broadly effective gameplay activities for narrative-centered learning environments, as well as investigations of scaffolding techniques to promote effective problem solving, improved learning outcomes and sustained engagement for all students.