Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/115
Title: No Lives Left: How Common Game Features Could Undermine Persistence, Challenge-Seeking and Learning to Program
Authors: Malkiewich, Laura J.
Lee, Alison
Slater, Stefan
Xing, Chenmu
Chase, Catherine C.
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Malkiewich, L. J., Lee, A., Slater, S., Xing, C., & Chase, C. C. (2016). No Lives Left: How Common Game Features Could Undermine Persistence, Challenge-Seeking and Learning to Program In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: Persistence is necessary for learning, yet students have difficulty persisting at academic tasks, especially when faced with challenge. One context where students seem to persist is gameplay. This paper investigates whether an educational computer programming game can enhance student persistence and learning. Students were assigned to play either the Full version of a game, or a Minimal version of the game that ablated several common game features. Contrary to our hypotheses, we found that students who played the Full Game persisted less at challenging tasks, wrote less challenging code during gameplay, and were less willing to learn more about coding in the future. Ultimately, players of the Full Game also learned less than students who played the Minimal Game. Results suggest that certain design features of educational games can negatively impact a player’s approach to challenging learning tasks, which in turn can negatively impact learning.
URI: https://repository.isls.org/handle/1/115
https://dx.doi.org/10.22318/icls2016.26
Appears in Collections:ICLS 2016

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