Effects of Aesthetics on Student Perception and Performance in a Middle School Science Game

• In Event: Design and Technology: Thinking About the Design and Learning

Abstract

This study investigated the effects of two graphics styles (cartoon and realistic) on student perceptions of their game experience and performance in a science inquiry learning game. A quasi-experimental mixed methods study was conducted with 95 middle school students. Data were collected through a perception survey, game performance data, and a focus group interview. Overall the results showed no significant differences between the conditions, however student feedback revealed distinctive aesthetic preferences. Students in the cartoon condition favored the exaggerated character facial expressions and demeanor of the protagonist. Students in the realistic condition valued the details and lifelike perspective of the scenery. Overall the dialogue tone, character facial expressions, and authentic context appeared to be key factors in encouraging learning motivation.

Authors

• Lucille Moon-Michel, University of South Florida

• Yiping Lou, University of South Florida