Exploring students' behavioral patterns when playing educational games with learning supports at different timings.

Abstract

The current study investigated students’ gameplay behavioral patterns as a function of in-game learning supports delivery timing when played a computer-based physics game. Our sample included 134 secondary students (M = 14.40, SD = .90) from all over the United States, who were randomly assigned into three conditions: receiving instructional videos before a game level (n = 40), receiving instructional videos after a game level (n = 41), and without instructional videos (n = 53) while playing the game for about 150 min. We collected students’ gameplay behavior data using game log files and employed sequential analysis to compare their problem-solving and help-seeking behaviors upon receiving instructional videos at different timings. Results suggested that the instructional videos, delivered either before or after a game level, helped students identify the correct game solution at the beginning of medium-difficulty game levels. Moreover, receiving the instructional videos delayed students’ help-seeking behaviors—encouraging them to figure out game problems on their own before asking for help. However, receiving the instructional videos may possibly restrict students from creating diverse gaming solutions. Suggestions on design and implementation of in-game learning supports based on the findings are also presented.