Assessing the Complexity of Gaming Mechanics During Science Learning

Game-based learning environments (GBLEs) incorporate game mechanics, i.e., learning and assessment mechanics, to increase domain knowledge while maintaining learner engagement. Although GBLEs have been developed to improve science learning, learners have attained lower science achievement scores over the past decade as they progress through school. As such, there is a need to better understand how learners use game mechanics as they learn about science content. This study aimed to understand how learners generally use and transition between learning and assessment mechanics while learning about science with a GBLE and how those transitions were related to learning outcomes (i.e., learning gains, game success). High-school students (N = 137) were recruited to play Crystal Island, a GBLE about microbiology. Results found that participants used static learning mechanics (e.g., virtual books about microbiology) most often, followed by game and content assessment mechanics, and lastly followed by aid and dynamic learning mechanics. Further results found that several sequential transition probabilities were related to lower learning outcomes with a few transitions positively relating to game completion success. Findings from this study also show that the type of game mechanic, as well as the direction of transitions across game mechanics significantly relate to learning outcomes. These findings provide insights into how to develop scaffolding techniques for improving science learning outcomes.