Examining Gaze Behaviors and Metacognitive Judgments of Informational Text Within Game-Based Learning Environments

Abstract

Game-based learning environments (GBLEs) are often criticized for not offering adequate support for students when learning and problem solving within these environments. A key aspect of GBLEs is the verbal representation of information such as text. This study examined learners’ metacognitive judgments of informational text (e.g., books and articles) through eye gaze behaviors within Crystal Island (CI). Ninety-one undergraduate students interacted with game elements during problem-solving in CI, a GBLE focused on facilitating the development of self-regulated learning (SRL) skills and domain-specific knowledge in microbiology. The results suggest engaging with informational text along with other goal-directed actions (actions needed to achieve the end goal) are large components of time spent within CI. Our findings revealed goal-directed actions, specifically reading informational texts, were significant predictors of participants’ proportional learning gains (PLGs) after problem solving with CI. Additionally, we found significant differences in PLGs where participants who spent a greater time fixating and reengaging with goal-relevant text within the environment demonstrated greater proportional learning after problem solving in CI.