Engagement Patterns and Supporting Game Features in Personalized Role-Playing Game

• In Event: Individual Differences in Technology and Learning

Abstract

Engagement in educational games was conceptualized as four dimensions but few studies have examined the four dimensions together. This study aimed at filling in this gap by examining students’ engagement patterns as well as how the game features supported the engagement in a personalized computerized role-playing game. Results showed the instability of engagement in the personalized computerized role-playing game. Students exhibited cognitive engagement both during and after gameplay. Behavioral engagement dominated during gameplay while affective engagement dominated after gameplay. This study also found that gender, age, employment status, and gameplay experience affected engagement during gameplay. The features of manipulating a fictional world and portraying game characters could best engage students.

Author

• Lin Zhong, Southern Illinois University - Carbondale
  Presenting Author