Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8923
Title: “The Game Was Designed to Learn to Think” – Player Perceptions of Learning in an Educational Game
Authors: Shokeen, Ekta
Pellicone, Anthony James
Weintrop, David
Moon, Peter Francis
Cukier, Michel
Ketelhut, Diane Jass
Plane, Jandelyn Dawn
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Shokeen, E., Pellicone, A. J., Weintrop, D., Moon, P. F., Cukier, M., Ketelhut, D. J., & Plane, J. D. (2022). “The game was designed to learn to think” – player perceptions of learning in an educational game. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1081-1084). International Society of the Learning Sciences.
Abstract: Learning within videogames is often examined using pre-test and post-test, and/or by evaluating players’ responses within the design of the game. This study examines young players’ perceptions of learning within an educational videogame by analyzing their reactions and responses captured during gameplay and in an interview after the gameplay session. Our findings indicate that different players perceived different elements to be learning outcomes of playing the game. We argue that educational game designers should consider having different elements such as storyline, content-based puzzles, strategy, social skills, and problem-solving to engage players with diverse interests and prior experiences within the educational game design.
Description: Short Paper
URI: https://dx.doi.org/10.22318/icls2022.1081
https://repository.isls.org//handle/1/8923
Appears in Collections:ISLS Annual Meeting 2022

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