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The Influence of Game Design on the Collaborative Problem Solving Process: a Cross-Case Study of Multi- Player Collaborative Gameplay Analysis

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The Influence of Game Design on the Collaborative Problem Solving Process: a Cross-Case Study of Multi- Player Collaborative Gameplay Analysis Syracuse University SURFACE Dissertations - ALL SURFACE Spring 6-2013 THE INFLUENCE OF GAME DESIGN ON THE COLLABORATIVE PROBLEM SOLVING PROCESS: A CROSS-CASE STUDY OF MULTI- PLAYER COLLABORATIVE GAMEPLAY ANALYSIS Nilay Yildirim Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons Recommended Citation Yildirim, Nilay, "THE INFLUENCE OF GAME DESIGN ON THE COLLABORATIVE PROBLEM SOLVING PROCESS: A CROSS-CASE STUDY OF MULTI-PLAYER COLLABORATIVE GAMEPLAY ANALYSIS" (2013). Dissertations - ALL. 1053. https://surface.syr.edu/etd/1053 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. Abstract This cross-case study examines the relationships between game design attributes and collaborative problem solving process in the context of multi-player video games. The following game design attributes: sensory stimuli elements, level of challenge, and presentation of game goals and rules were examined to determine their influence on game player’s collaboration and joint problem solving processes. Six participants were placed into four collaborative teams and asked to play at least one video game. Three multi- player video games were utilized: Portal 2, Indiana Jones 2: The Adventure Continues, and Borderlands. Seven cases were identified based on a combination of teams and video games. Data were collected via observations of teams’ gameplay and discourse as well as through questionnaires filled by the participants. The data from these cases were analyzed at three levels: Within game/within case, within game/across cases, and across games. The results of this study confirm the game design attributes’ potential influence on collaborative problem solving. The findings of this study indicated that the sensory stimuli elements with guidance functionality were more effective in promoting collaboration. In addition, subtle sensory stimuli elements used for guidance purposes were more effective at enhancing the collaborative problem solving activity compared to the prominent sensory stimuli elements. It was also found that when participants felt more challenged due to a complex task they were more willing to work together to solve the problems. However, the increased challenge due to a difficult gameplay mechanics did not promote collaboration especially for the inexperienced teams. The influence of presentation of goals and rules on collaborative problem solving was not robust. This study identified that ambiguous goals and rules promoted more conversation only for groups with healthy team dynamics therefore supported collaborative problem solving. Findings from this study provide empirical evidence on which mechanisms of games promote collaborative learning and provide insight into how game design can support or inhibit collaborative learning. THE INFLUENCE OF GAME DESIGN ON THE COLLABORATIVE PROBLEM SOLVING PROCESS: A CROSS-CASE STUDY OF MULTI-PLAYER COLLABORATIVE GAMEPLAY ANALYSIS By Nilay Yildirim B.S., Cukurova University, 2002 M.Ed., Cukurova University, 2003 M.S., Syracuse University, 2005 DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (PhD) in Instructional Design, Development, and Evaluation Syracuse University June 2013 Copyright © Nilay Yildirim 2013 All Rights Reserved Acknowledgements I would like to express my sincerest gratitude to my dissertation committee members. My adviser, Alan Foley, has been a great mentor and a source of knowledge that guided me through many phases of my doctoral studies including this difficult endeavor. I am grateful for Rob Pusch and Jun Wang’s continuous support and advice that helped me embellish this dissertation. This would not have been possible without the help of each of you and for that I am very thankful. I would also like to acknowledge my past and present colleagues who work at the Office of Institutional Research and Assessment at Syracuse University. Timothy Wassermen, Bobbie Yonai, Julie Hall, Cheryl Spuches, Laura Harrington, Kathleen Powers, Nancy Impelizzieri, Debbie Snow, Dayle Nguyen, and Anna Reif, among many, they have been endless source of friendship and support. Also, I would like to extend my thanks to the wonderful faculty, students and staff of Instructional Design, Development, and Evaluation Department. Nick Smith, Tiffany Koszalka, Jing Lei, and Chuck Spuches have been great mentors and teachers. Thank you, Linda Tucker for always being there for me. Thank you to all my fellow students and especially my friends, Yiyan Wu, John Gonzalez, Yin-Wah Kreher, Kalpana Srinivas for their support and friendship. Finally, my deepest thanks also go to my boyfriend, Greg Sapio, and his parents, Ronald and Susan Sapio, for welcoming me with a warm heart to their lives and being a second family away from home for me. Thank you Greg for always giving me the support and motivation I needed to complete my dissertation. Last but not least, I have to thank my extended family in Turkey, Ali Ferit, Neval, Nuray, and Gaye Yildirim; Naime v and Mustafa Ekici, for all their sacrifices and understanding. From thousands of miles away they still provided me with their support and love during this journey. vi Table of Contents CHAPTER 1 - INTRODUCTION .......................................................................................... 1 Problem Statement ................................................................................................................................. 2 Conceptual Framework .......................................................................................................................... 4 Defining the nature and type of problem tasks encountered in digital games.................................... 5 Collaborative problem solving in the context of digital games. ......................................................... 10 Level of challenge. .................................................................................................................................. 16 Presentation of rules and goals. ............................................................................................................ 17 Change in sensory stimuli. .................................................................................................................... 18 Research Questions ............................................................................................................................... 18 Rationale and Significance of This Study ............................................................................................. 21 Operational Definitions ........................................................................................................................ 22 Format and Overview of This Study. ................................................................................................... 24 Chapter 1 Summary ............................................................................................................................. 25 CHAPTER 2 – LITERATURE REVIEW ......................................................................... 26 Why Digital Games? ............................................................................................................................. 26 What We Learn From Games: Educational vs. Instructional ............................................................. 28 Effects of Digital Games: Do We Learn as a Result of Playing Games? ............................................. 29 Designing Educational Games: Entertainment vs. Instruction............................................................ 31 Game Attributes: Elements of Engagement ......................................................................................... 32 Fantasy. ................................................................................................................................................... 34 Challenge. ............................................................................................................................................... 35 Sense of control. ..................................................................................................................................... 36 Social interaction. .................................................................................................................................. 36 Curiosity. ................................................................................................................................................ 37 Rules and goals. ...................................................................................................................................... 38 Collaborative Problem Solving ............................................................................................................. 39 Collaborative Problem Solving and the Role of Technology ............................................................... 43 Collaborative Problem Solving and the Role of Digital Games ........................................................... 44 Chapter 2 Summary ............................................................................................................................. 46 CHAPTER 3 – METHODS ................................................................................................... 48 vii
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