Narrative-supported math problem solving in digital game-based learning

Narrative as a game design feature constantly yields mixed results for learning in the literature. The purpose of this exploratory mixed-methods case study was to examine design heuristics and implications governing the role of narratives in a digital game-based learning (DGBL) environment for math problem solving. We collected data via observation, semi-structured interviewing, and video recording with twenty-seven college students with diverse demographic backgrounds. Video logging resulted in 2276 behavioral events for quantitative analysis. The study indicated: (1) 11 narrative-governed actions for game-based math problem solving; (2) the positive correlations between narrative usage and successful game-based math problem solving; and (3) the gender effects: girls are supported by game narratives designed with intrinsic integration (i.e., object-oriented narrative) for math problem solving more than boys. The study findings highlighted the critical role of game narratives in a sandbox DGBL environment for math problem solving as well as gender-inclusive design of narratives. A set of data-driven design heuristics and implications for the game narrative in DGBL were delineated and suggested.

Automated summary

This exploratory mixed-methods case study examines the design heuristics and implications of narrative in a digital game-based learning (DGBL) environment for math problem solving. The study finds positive correlations between narrative usage and successful math problem solving in the game, and also identifies gender effects with girls being more supported by narratives designed with intrinsic integration. The findings emphasize the critical role of game narratives in a sandbox DGBL environment for math problem solving, as well as the importance of gender-inclusive narrative design.