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<p>This study investigates student learning and interest within the context of a single-player, open-world game designed for microbiology inquiry. The game immerses players in the role of investigative scientists tasked with diagnosing a mysterious illness on a remote island. Ordered Network Analysis (ONA) was combined with clustering techniques to analyze in-game actions (i.e., interactions with non-playable characters, exploration, and utilization of in-game educational tools) allowing us to construct student archetypes based on the behavioral patterns of 122 middle schoolers. The analysis identified four distinct clusters of students with varying engagement patterns—two showing apparent patterns of engagement and two showing apparent patterns of disengagement. The study contributes insights into tailoring educational game designs to address disengaged or ineffective behaviors, enhancing the efficacy of game-based learning experiences.</p>

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Unlocking Gameplay Insights with Epistemic (Ordered) Network Analysis: Understanding the Potential of Video Games to Foster Authentic Scientific Practices in STEM Education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年3月26日

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  • Andres Felipe Zambrano,
  • Amanda Barany,
  • Jaclyn Ocumpaugh,
  • Nidhi Nasiar,
  • Jessica Vandenberg,
  • Alex Goslen,
  • Jordan Esiason,
  • Jonathan Rowe,
  • Stephen Hutt

摘要

This study investigates student learning and interest within the context of a single-player, open-world game designed for microbiology inquiry. The game immerses players in the role of investigative scientists tasked with diagnosing a mysterious illness on a remote island. Ordered Network Analysis (ONA) was combined with clustering techniques to analyze in-game actions (i.e., interactions with non-playable characters, exploration, and utilization of in-game educational tools) allowing us to construct student archetypes based on the behavioral patterns of 122 middle schoolers. The analysis identified four distinct clusters of students with varying engagement patterns—two showing apparent patterns of engagement and two showing apparent patterns of disengagement. The study contributes insights into tailoring educational game designs to address disengaged or ineffective behaviors, enhancing the efficacy of game-based learning experiences.