Skip to main content
SpringerLink
Log in

Student Agency and Game-Based Learning: A Study Comparing Low and High Agency

  • Conference paper
  • First Online:
Book cover Artificial Intelligence in Education (AIED 2018)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 10947))

Included in the following conference series:

Abstract

A key feature of most computer-based games is agency: the capability for students to make their own decisions in how they play. Agency is assumed to lead to engagement and fun, but may or may not be helpful to learning. While the best learners are often good self-regulated learners, many students are not, only benefiting from instructional choices made for them. In the study presented in this paper, involving a total of 158 fifth and sixth grade students, children played a mathematics learning game called Decimal Point, which helps middle-school students learn decimals. One group of students (79) played and learned with a low-agency version of the game, in which they were guided to play all “mini-games” in a prescribed sequence. The other group of students (79) played and learned with a high-agency version of the game, in which they could choose how many and in what order they would play the mini-games. The results show there were no significant differences in learning or enjoyment across the low and high-agency conditions. A key reason for this may be that students across conditions did not substantially vary in the way they played, perhaps due to the indirect control features present in the game. It may also be the case that the young students who participated in this study did not exercise their agency or self-regulated learning. This work is relevant to the AIED community, as it explores how game-based learning can be adapted. In general, once we know which game and learning features lead to the best learning outcomes, as well as the circumstances that maximize those outcomes, we can better design AI-powered, adaptive games for learning.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Barab, S.A., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A., Zuiker, S.J., Warren, S.: Transformational play as a curricular scaffold: using videogames to support science education. J. Sci. Educ. Technol. 18(4), 305 (2009)

    Article  Google Scholar 

  2. Clark, D.B., Tanner-Smith, E.E., Killingsworth, S.S.: Digital games, design, and learning: a systematic review and meta-analysis. Rev. Educ. Res. 86(1), 79–122 (2016)

    Article  Google Scholar 

  3. Cordova, D.I., Lepper, M.R.: Intrinsic motivation and the process of learning: beneficial effects of contextualization, personalization, and choice. J. Educ. Psychol. 88(4), 715 (1996)

    Article  Google Scholar 

  4. Crocco, F., Offenholley, K., Hernandez, C.: A proof-of-concept study of game-based learning in higher education. Simul. Gam. 47(4), 403–422 (2016)

    Article  Google Scholar 

  5. Damerau, F.J.: A technique for computer detection and correction of spelling errors. Commun. ACM 7(3), 171–176 (1964)

    Article  Google Scholar 

  6. Deterding, S., Dixon, D., Khaled, R., Nacke, L.: From game design elements to gamefulness: defining gamification. In: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9–15. ACM (2011)

    Google Scholar 

  7. Flowerday, T., Shell, D.F.: Disentangling the effects of interest and choice on learning, engagement, and attitude. Learn. Ind. Differ. 40, 134–140 (2015)

    Article  Google Scholar 

  8. Forlizzi, J., McLaren, B.M., Ganoe, C., McLaren, P.B., Kihumba, G., Lister, K.: Decimal point: designing and developing an educational game to teach decimals to middle school students. In: 8th European Conference on Games-Based Learning: ECGBL 2014, pp. 128–135 (2014)

    Google Scholar 

  9. Gamesandlearning.org: teachers surveyed on using digital games in class. Technical report (2015). http://www.gamesandlearning.org/2014/06/09/teachers-on-using-games-in-class/

  10. Glasgow, R., Ragan, G., Fields, W.M., Reysi, R., Wasman, D.: The decimal dilemma. Teach. Child. Math. 7(2), 89 (2000)

    Google Scholar 

  11. Habgood, M.J., Ainsworth, S.E.: Motivating children to learn effectively: exploring the value of intrinsic integration in educational games. J. Learn. Sci. 20(2), 169–206 (2011)

    Article  Google Scholar 

  12. Hwang, G.J., Wu, P.H., Chen, C.C.: An online game approach for improving students learning performance in web-based problem-solving activities. Comput. Educ. 59(4), 1246–1256 (2012)

    Article  Google Scholar 

  13. Isotani, S., McLaren, B.M., Altman, M.: Towards Intelligent tutoring with erroneous examples: a taxonomy of decimal misconceptions. In: Aleven, V., Kay, J., Mostow, J. (eds.) ITS 2010. LNCS, vol. 6095, pp. 346–348. Springer, Heidelberg (2010). https://doi.org/10.1007/978-3-642-13437-1_66

    Chapter  Google Scholar 

  14. Ke, F.: Designing and integrating purposeful learning in game play: a systematic review. Educ. Technol. Res. Dev. 64(2), 219–244 (2016)

    Article  Google Scholar 

  15. Lobel, A., Engels, R.C., Stone, L.L., Burk, W.J., Granic, I.: Video gaming and childrens psychosocial wellbeing: a longitudinal study. J. Youth Adolesc. 46(4), 884–897 (2017)

    Article  Google Scholar 

  16. Lomas, D., Patel, K., Forlizzi, J.L., Koedinger, K.R.: Optimizing challenge in an educational game using large-scale design experiments. In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 89–98. ACM (2013)

    Google Scholar 

  17. Lomas, J.D., Koedinger, K., Patel, N., Shodhan, S., Poonwala, N., Forlizzi, J.L.: Is difficulty overrated?: the effects of choice, novelty and suspense on intrinsic motivation in educational games. In: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, pp. 1028–1039. ACM (2017)

    Google Scholar 

  18. Malone, T.W.: Toward a theory of intrinsically motivating instruction. Cogn. Sci. 5(4), 333–369 (1981)

    Article  Google Scholar 

  19. Mayer, R.E.: Computer Games for Learning: An Evidence-Based Approach. MIT Press, Cambridge (2014)

    Google Scholar 

  20. McLaren, B.M., Adams, D.M., Mayer, R.E., Forlizzi, J.: A computer-based game that promotes mathematics learning more than a conventional approach. Int. J. Game Based Learn. 7(1), 36–56 (2017)

    Article  Google Scholar 

  21. McLaren, B., Farzan, R., Adams, D., Mayer, R., Forlizzi, J.: Uncovering gender and problem difficulty effects in learning with an educational game. In: André, E., Baker, R., Hu, X., Rodrigo, M.M.T., du Boulay, B. (eds.) AIED 2017. LNCS (LNAI), vol. 10331, pp. 540–543. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-61425-0_59

    Chapter  Google Scholar 

  22. Riconscente, M.M.: Results from a controlled study of the ipad fractions game motion math. Games Cult. 8(4), 186–214 (2013)

    Article  Google Scholar 

  23. Ryan, R.M., Rigby, C.S., Przybylski, A.: The motivational pull of video games: a self-determination theory approach. Motiv. Emot. 30(4), 344–360 (2006)

    Article  Google Scholar 

  24. Sawyer, R., Smith, A., Rowe, J., Azevedo, R., Lester, J.: Is more agency better? The impact of student agency on game-based learning. In: André, E., Baker, R., Hu, X., Rodrigo, M.M.T., du Boulay, B. (eds.) AIED 2017. LNCS, vol. 10331, pp. 335–346. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-61425-0_28

    Chapter  Google Scholar 

  25. Schell, J.: The Art of Game Design: A Book of Lenses. CRC Press, New York (2014)

    Book  Google Scholar 

  26. Schunk, D.H., Zimmerman, B.J.: Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Read. Writ. Q. 23(1), 7–25 (2007)

    Article  Google Scholar 

  27. Snow, E.L., Allen, L.K., Jacovina, M.E., McNamara, D.S.: Does agency matter?: exploring the impact of controlled behaviors within a game-based environment. Comput. Educ. 82, 378–392 (2015)

    Article  Google Scholar 

  28. Stacey, K., Helme, S., Steinle, V.: Confusions between decimals, fractions and negative numbers: a consequence of the mirror as a conceptual metaphor in three different ways. In: PME Conference, vol. 4, pp. 4–217 (2001)

    Google Scholar 

  29. Suh, S., Kim, S.W., Kim, N.J.: Effectiveness of MMORPG-based instruction in elementary english education in Korea. J. Comput. Assist. Learn. 26(5), 370–378 (2010)

    Article  MathSciNet  Google Scholar 

  30. Tabbers, H.K., de Koeijer, B.: Learner control in animated multimedia instructions. Instruc. Sci. 38(5), 441–453 (2010)

    Article  Google Scholar 

  31. Wouters, P., Van Oostendorp, H.: Instructional Techniques to Facilitate Learning and Motivation of Serious Games. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-39298-1

    Book  Google Scholar 

  32. Yip, F.W., Kwan, A.C.: Online vocabulary games as a tool for teaching and learning english vocabulary. Educ. Media Int. 43(3), 233–249 (2006)

    Article  Google Scholar 

  33. Zimmerman, B.J.: Self-efficacy: an essential motive to learn. Contemp. Educ. Psychol. 25(1), 82–91 (2000)

    Article  MathSciNet  Google Scholar 

  34. Zimmerman, B.J.: Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. Am. Educ. Res. J. 45(1), 166–183 (2008)

    Article  MathSciNet  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Lafayette College, Easton, PA, USA

    Huy Nguyen

  2. Carnegie Mellon University, Pittsburgh, PA, USA

    Erik Harpstead, Yeyu Wang & Bruce M. McLaren

Authors
  1. Huy Nguyen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Erik Harpstead
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Yeyu Wang
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Bruce M. McLaren
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Huy Nguyen .

Editor information

Editors and Affiliations

  1. Carnegie Mellon University, Pittsburgh, PA, USA

    Carolyn Penstein Rosé

  2. University of Technology, Sydney, NSW, Australia

    Roberto Martínez-Maldonado

  3. University of Duisburg-Essen, Duisburg, Germany

    H. Ulrich Hoppe

  4. UCL Institute of Education, London, UK

    Rose Luckin

  5. UCL Institute of Education, London, UK

    Manolis Mavrikis

  6. UCL Institute of Education, London, UK

    Kaska Porayska-Pomsta

  7. Carnegie Mellon University, Pittsburgh, PA, USA

    Bruce McLaren

  8. University of Sussex, Brighton, UK

    Benedict du Boulay

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Nguyen, H., Harpstead, E., Wang, Y., McLaren, B.M. (2018). Student Agency and Game-Based Learning: A Study Comparing Low and High Agency. In: Penstein Rosé, C., et al. Artificial Intelligence in Education. AIED 2018. Lecture Notes in Computer Science(), vol 10947. Springer, Cham. https://doi.org/10.1007/978-3-319-93843-1_25

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-93843-1_25

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-93842-4

  • Online ISBN: 978-3-319-93843-1

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation