Engagement and Games for Learning

Abstract

Aim. In this article, we argue for an expanded definition and treatment of engagement when studying games for learning. Background. It is common for researchers in the field to collapse behavioral, cognitive, and affective engagement into one shared category. We assert that educators and games for learning researchers should examine all types of engagement using multiple methodologies as a means to better understand precisely what students are learning from game play. Method. We present findings from a small (N = 58) qualitative study that highlights the importance of accounting for behavioral, cognitive, and affective engagement when evaluating learning from games. We also discuss methodologies that are successful for this type of evaluation. Results. Finally, we discuss the implications of our findings for those creating games for learning and for measuring learning gains.

Effect of animated and interactive video variations on learners' motivation in distance Education

“…When varied of multimedia materials are incorporated into learning activities, individuals exhibit different types of engagement, especially behavioral, cognitive, and emotional engagement, (Lin & Li, 2018). Behavioral engagement refers to an individual's focus and effort; emotional engagement refers to an individual's emotional nature, including interest and motivation, whereas cognitive engagement refers to investment of learning which focuses on learning strategies and self-regulation (Filsecker & Kerres, 2014;Fredicks et al, 2004;O'Brien & Toms, 2008;Phillips et al, 2014). Individuals who cognitively and behaviorally focus on learning may participate in the learning process to a greater degree, and, by understanding the material, they may establish an advanced learning experience (Blumenfeld et al, 2004).…”

Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

“…Within these two types of engagement, enjoyment and deep thinking have been identified as the most crucial aspects with regard to learning with serious games (Granic et al, 2014). These two aspects have impact on increased interest and cognitive learning outcomes (Dickey, 2005; O’Brien & Toms, 2008; Phillips, Horstman, Vye, & Bransford, 2014). Therefore, this study focuses on these aspects when comparing a serious game with an educational simulation.…”

Pacing in Serious Games: Exploring the Effects of Presentation Speed on Cognitive Load, Engagement and Learning Gains

“…Emotional engagement means enjoyment, interest and enthusiasm. Cognitive engagement relates to aspects such as the level of focused attention, memorization, application of knowledge and strategic thinking (Filsecker & Kerres, 2014;O'Brien & Toms, 2008;Phillips et al, 2014). In addition, environmental and social aspects of engagement have been proposed (Bouvier et al, 2014).…”