Game Over: Detrimental Effects of Game Features on Persistence and Learning of Computer Programming

• In Event: Game Design and Game-Based Learning

Abstract

Persistence is necessary for learning, yet students have difficulty persisting at academic tasks, especially when faced with challenge. One context where students seem to persist is game play. This paper investigates whether a coding game can enhance student persistence and learning. Students were assigned to either an educational computer programming game (Full Game) or a simplified version, stripped of many game features (Minimal Game). Contrary to our hypotheses, we found that students who played the Full Game persisted less at challenging tasks and in game behaviors and ultimately learned less than students who played the Minimal Game. Results suggest that game features can have a negative impact on persistence and learning.

Authors

• Laura Malkiewich, Teachers College, Columbia University

• Chenmu Xing, Teachers College, Columbia University

• Stefan Slater, University of Wisconsin - Madison

• Alison Lee, Teachers College, Columbia University

• Catherine C. Chase, Teachers College, Columbia University