The effect of learning mechanics design on learning outcomes in a computer-based geometry game

  • Authors:

  • Jan L. Plass;Bruce D. Homer;Elizabeth O. Hayward;Jonathan Frye;Tsu-Ting Huang;Melissa Biles;Murphy Stein;Ken Perlin

  • Affiliations:

  • Games for Learning Institute, USA, New York University, USA, The Graduate Center of the City University of New York;Games for Learning Institute, USA, New York University, USA, The Graduate Center of the City University of New York;Games for Learning Institute, USA, New York University, USA, The Graduate Center of the City University of New York;Games for Learning Institute, USA, New York University, USA, The Graduate Center of the City University of New York;Games for Learning Institute, USA, New York University, USA, The Graduate Center of the City University of New York;Games for Learning Institute, USA, New York University, USA, The Graduate Center of the City University of New York;Games for Learning Institute, USA, New York University, USA, The Graduate Center of the City University of New York;Games for Learning Institute, USA, New York University, USA, The Graduate Center of the City University of New York

  • Venue:
  • Edutainment'12/GameDays'12 Proceedings of the 7th international conference on Edutainment, and Proceedings of the 3rd international conference on E-Learning and Games for Training, Education, Health and Sports
  • Year:
  • 2012

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Abstract

A computer-based geometry game was adapted to allow for play using a conceptual rule or an arithmetic problem-solving mechanic. Participants (n = 91) from an urban middle school were randomly assigned to experimental conditions. Results suggest that play in the number condition was more situationally interesting than play in the rule condition. Participants in the rule condition were found to perform better in the game than those in the number condition. Learning outcome results suggest that in the number condition, but not the rule condition, playing more levels in the game diminishes the gain from pretest to posttest. For the design of games for learning, results highlight the importance of choosing a game mechanic that reflects the intended learning outcomes.