To Adapt or Not to Adapt? Evidence From a Digital Physics Game

• In Event: AERA Poster Session 14
  In Poster Session: Technology and the Early Learner

Abstract

Adaptivity has been proposed to optimize players’ experiences in games, but does it lead to learning? We conducted a randomized control trial evaluating two versions of a digital physics game—an adaptive version and a non-adaptive version—as compared to a control game. One hundred forty-four 5- and 6- year-old children were randomly assigned to three conditions: Adaptive, non-adaptive, or control. Analyses reveal statistically significant gains for children in the treatment groups (adaptive and non-adaptive) on physics knowledge as compared to the control group. However, there was no statistically significant difference between the two treatment groups. Nor did we find significant differences in children’s self-reported daily engagement between the treatment groups. We discuss implications for the design of adaptive games.

Authors

• Elizabeth Horst Redman, University of California - Los Angeles

• Katerina Schenke, University of California - Los Angeles

• Gregory K.W.K. Chung, University of California - Los Angeles

• Charles Parks, University of California - Los Angeles

• Joanne Michiuye, University of California - Los Angeles

• Tianying Feng, National Center for Research on Evaluation, Standards, and Student Testing

• Sandy Chang, University of California - Los Angeles