Designing Computer Games Into Books With Sixth-Grade Partners

• In Event: Instructional Technology SIG: How Are Computer Games and New Media Changing Text Comprehension and Learning?

Abstract

Designing computer games into books with 6th grade partners
Authors embedded computer games directly into books, to improve comprehension and motivation, while retaining key traditional aspects of books. Readers create and update a mental model (called a situation model) which includes five dimensions: protagonist, intentionality, causal, temporal, and spatial (Kintsch, 1988; Zwaan, Langston, and Graesser, 1995). Another key part of reading, inferencing, is “the ability to use two or more pieces of information from a text to arrive at a third piece of information that is implicit” (Kispal, 2008; Norris & Phillips, 1994). Authors created a first generation of books with embedded computer games (iMapBooks) using microdot paper and pentop computers that provide audio feedback, to help scaffold readers’ spatial situation model. Players use important details from the text to win the games. Further, the player must win each game to continue reading the text, thus holding the reader accountable for information in the story. iMapBooks are designed to scaffold readers’ situation models and inferencing. The previous study compared iMapBooks with regular books with maps, in terms of fifth graders’ comprehension and retention of spatial details from stories (Smith, in press). One group read a story in hard copy with embedded computer games, the other group read it in regular book format with a map. Participants who read books with embedded games scored significantly higher on all the post-test questions, including spatial questions not addressed in games. Researchers are currently porting iMapBooks to iPads and webpages. Researchers developed two new types of games: (a) retroactive inference games, where players use icon-based interfaces to generate inferences about the text passage just read, and (b) progressive games where the player actually moves the story forward in the game, before the story continues in text. Since it has been demonstrated that non-professionals from a target audience can provide effective design-level feedback for computer games (Sedano, & Pawlowski, 2011), researchers have involved 6th graders in the design process.
Research questions
How does formative evaluation by 6th grade students, early in the development process, impact design of computers games integrated into text-based stories? How do sixth graders react to retroactive and progressive games embedded in text narratives?
Methods
Authors used design-based research methodology (Design-Based Research Collective, 2003), an iterative process of idea/prototype design/development, data collection, data analysis, modification of prototype.
Participants
Thirty sixth-grade students participated. Sixth grade participants reviewed games and texts developed by the research group. They also helped conceptualized games to accompany texts written by the research group. The research group used the feedback to iteratively improve the text and games. Qualitative data collected from 6th grade students included focus group and interview data. Qualitative data collected from the researchers in their research group will include meeting notes, field notes, group activity data, and individual journal entries.
Preliminary results
Preliminary data suggest that the 6th graders can take a meaningful role in the design, contributing at both conceptually and with refinement. Full data will be available at the conference.

Author

• Glenn Gordon Smith, University of South Florida