Abstract
The purpose of this study was to investigate the influence of game‐like activities on adult learning during a computer‐based simulation. This research also studied the use of visual metaphors as graphic organizers to help make the underlying science principles explicit without interfering with the interactive nature of the simulation. A total of 70 university students participated in the quantitative phase of the study. They interacted with a simple computer simulation that modeled the relationship between acceleration and velocity using a discovery‐based approach. No formal instruction on the science concepts was given. Participants had control over the acceleration of a computer‐animated ball. In the quantitative phase of the study, four simulation conditions were studied comprising two levels of two factors: Gaming Context (Yes, No) and Visual Metaphor (Yes, No). Results from the quantitative phase showed that although participants reported greater levels of enjoyment when the game was included, the ga...
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