Getting to the <3 of Things: How Game Feedback Enables Failure for Learning

• In Event: DELT- Designing Games for Learning

Short Description

Failure in serious games and its implications for scaffolding learning towards exploration remain understudied. We hypothesize that providing more opportunities for safe failure leads to higher retention of concepts. Our case study examined the difference of including extra lives into a prototype serious game for geography through a quasi-experimental design that captured learning outcomes, cognitive load, and failure rate. The study holds implications for how serious games balance challenge within a game to support learning.

Authors

• Contributor: Hillary Gould, University of Missouri

• Contributor: Diogenes da Silva Santos, Univeristy of Missouri

• Contributor: Joe Kohlburn, University of Missouri

• Contributor: Danielle Oprean, University of Missouri