Are All Engagement Types Related to Successful Learning in Game-based Learning Environments?

• In Event: Designing Engaging Learning Environments: Insights from AI, VR, and Games

Abstract

This study explores the relationship between cognitive and behavioral engagement within game-based learning environments (GBLEs) and their impact on learning gains and problem-solving accuracy, particularly during the early phases of self-regulated learning (SRL). Grounded in the Integrative Model of Multidimensional SRL Engagement (IMMSE), the study highlights that the type, timing, and coordination of engagement dimensions are crucial for optimal learning outcomes. We analyzed data from 227 high school students playing Crystal Island, a narrative-based microbiology GBLE. Cognitive engagement significantly predicted learning gains, whereas behavioral engagement did not. These findings challenge the assumption that all engagement types are equally beneficial in GBLEs and emphasize the importance of distinguishing superficial behavioral engagement from deeper cognitive engagement to scaffold efficient and effective learning.

Authors

• Maral Karimi, University of Central Florida

• Megan Wiedbusch, University of Central Florida

• Natalie Blaize, University of Central Florida

• James C. Lester, North Carolina State University

• Roger Azevedo, University of Central Florida