Heuristics of Task Narrative Design for Problem-Solving in Game-Based Math Learning

• In Event: Supportive Components of Game-Based Learning

Abstract

The purpose of this qualitative study was to examine design heuristics governing the task narratives in a learning game. The mixed results in the literature motivated our exploration on the learning and engagement impacts of narratives in game-based math learning. A case study was designed to collect data from college students in the United States. Findings from the thematic analysis indicated that task narratives are useful as a cognitive framework for assisting learners’ math problem-solving. The intrinsically integrated narrative architecture also supports cognitive framing. Moreover, multimodal representations should be balanced in the narrative architecture. Finally, engagement was enhanced by contextualized narratives, task narratives, and the game world. Significance and implications were discussed.

Authors

• Chih-Pu Dai, Florida State University

• Fengfeng Ke, Florida State University