Can narrative cutscenes improve home learning from a math game? An experimental study with children

Abstract

AbstractLittle is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (Mage = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between‐subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between‐group difference was detected in pre‐post learning gains, parent‐reported engagement, self‐reported enjoyment, time spent with the game and the number of solved in‐game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.