Integrating learning and engagement in narrative-centered learning environments

  • Authors:

  • Jonathan P. Rowe;Lucy R. Shores;Bradford W. Mott;James C. Lester

  • Affiliations:

  • Department of Computer Science, North Carolina State University, Raleigh, NC;Department of Computer Science, North Carolina State University, Raleigh, NC;Department of Computer Science, North Carolina State University, Raleigh, NC;Department of Computer Science, North Carolina State University, Raleigh, NC

  • Venue:
  • ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
  • Year:
  • 2010

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Abstract

A key promise of narrative-centered learning environments is the ability to make learning engaging However, there is concern that learning and engagement may be at odds in these game-based learning environments and traditional learning systems This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to learn, while on the other hand, traditional learning technologies may promote deep learning but provide limited engagement This paper presents findings from a study with human participants that challenges the view that engagement and learning need be opposed A study was conducted with 153 middle school students interacting with a narrative-centered learning environment Rather than finding an oppositional relationship between learning and engagement, the study found a strong positive relationship between learning outcomes and increased engagement Furthermore, the relationship between learning outcomes and engagement held even when controlling for students' background knowledge and game-playing experience.