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Towards Designing an Engaging Quest That Enhances Curiosity and Learning About Genetics

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Towards Designing an Engaging Quest That Enhances Curiosity and Learning About Genetics Clemson University TigerPrints All Dissertations Dissertations 5-2020 Let There Be Dragons! Towards Designing an Engaging Quest that Enhances Curiosity and Learning About Genetics Karen Rebecca Clark Clemson University Follow this and additional works at: https://tigerprints.clemson.edu/all_dissertations Recommended Citation Clark, Karen Rebecca, "Let There Be Dragons! Towards Designing an Engaging Quest that Enhances Curiosity and Learning About Genetics" (2020). All Dissertations. 2573. https://tigerprints.clemson.edu/all_dissertations/2573 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please contact [email protected]. LET THERE BE DRAGONS! TOWARDS DESIGNING AN ENGAGING QUEST THAT ENHANCES CURIOSITY AND LEARNING ABOUT GENETICS A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Learning Science by Karen Rebecca Clark May 2020 Accepted by: Dr. Meihua Qian, Committee Chair Dr. Matthew Boyer Dr. Danielle Herro Dr. Sam Sparace Dr. Mindy Spearman ABSTRACT This study implemented a convergent parallel mixed methods approach to investigate game-based learning within an educational game compared to a modified entertainment game. Participants (N=31) were recruited from public middle and high schools as well as home school groups. Comparative data of participants’ perceptions, preferences and learning outcomes were investigated to inform better educational game design. This study also considers player personality to determine how dispositional curiosity influences an individual’s approach, acceptance, and interaction with novel learning environments, specifically games. Findings show a statistically significant gain in genetics academic knowledge after the game-based learning intervention. The difference in knowledge gained for the two games was not statistically significant. All dimensions of engagement, motivation and curiosity were statistically significantly higher for the modified entertainment game. Increases in scientific curiosity was statistically significantly higher for the modified entertainment game while scientific curiosity statistically significantly decreased after playing the educational game. Qualitative analysis revealed five themes and provided deeper understanding of game design features that enhance learning, curiosity and engagement from the player’s perception. Integration of quantitative and qualitative results suggest overall convergence and enhanced understanding of theoretical and practical implications of this research and identifies key relationships between game design, player perceptions and learning outcomes to inform better educational game design and implementation. ii DEDICATION For Bruce, Glorian, Lena, Julie, JJ, Jaycie, Jensen, Majik and Shae And, to God Who provided me with a curious and creative brain iii ACKNOWLEDGMENTS Over the past five years, I have been encouraged and inspired by many supportive individuals who have been influential to my obtainment of this degree. While I am thankful for everyone who helped me through this endeavor, there are several who were especially giving of their expertise, time, support, and encouragement. I would like to acknowledge them here. Dr. Meihua Qian: I appreciate your guidance and patience during this process. You have been a constant source of encouragement. I appreciate your tenacious efforts to provide financial support for me personally and for the research. You have helped me stay focused and, as my advisor and mentor, guided my success. Dr. Matthew Boyer: Thank you for your constant positive disposition, pleasant smile and words of encouragement. Thank you for seeing my potential before I did and recruiting me into this program. I appreciate your continued support and excitement about my work. Dr. Danielle Herro: Thank you for your considerable patience and words of advice when I constantly changed research trajectories that first year. Your course on educational technology and game-based learning led me to Skyrim and an interest in modding. Without that course, DragonMist would have never been envisioned. Dr. Sam Sparace: Thank you for your considerable support for my journey through multiple disciplines and degrees. You have been a source of encouragement and confidence for many years and I value your friendship. Thank you for your countless hours of hard work ensuring the genetics learning objectives in DragonMist were iv accurate. And, thank you for your considerable work developing the genetics knowledge instruments. Without your help, this research would not have been possible. Dr. Mindy Spearman: Thank you for your time and expertise guiding the mixed- methods research design and making this study more robust and interesting. As a fellow gamer, your input has been invaluable. Your expectations and expertise have helped me become a better researcher. Fellow Doctoral Students. Dr. Emily Winburn, I cannot thank you enough for your time and efforts that guided my success. I would also like to thank Adam Wentworth who helped me develop the DragonMist design such that it moved from concept to reality and for being Bhusari’s voice. Thank you, Breana, Dara and Shuyu for helping with classroom management and tech support during the study. My Family: I would like to thank my friends and family. Without their patience, encouragement and support, my success would not have been possible. I am especially grateful to Peggy Burnett, Drenda Brennan and Ralph Rivera who helped me more than they will ever know. There are no words that can adequately express my gratitude for wonderful parents. My parents, Bruce and Glorian Clark raised me to believe I could reach for the stars and achieve dreams. My sister, Julie, is my role model and her energetic, joyful spirit continues to inspire me. And finally, I am grateful to JJ, Jaycie and Jensen who keep me young at heart, creative, playful and driven. This research was supported by Clemson University College of Education ADR 2016-2017 Research Award; Clemson University 2017-2018 SEED Grant, and Clemson University Doctoral Dissertation Completion Grant 2019-2020. v TABLE OF CONTENTS Page TITLE PAGE .................................................................................................................... i ABSTRACT ..................................................................................................................... ii DEDICATION ................................................................................................................ iii ACKNOWLEDGMENTS .............................................................................................. iv LIST OF TABLES .......................................................................................................... ix LIST OF FIGURES ....................................................................................................... xii CHAPTER I. INTRODUCTION ......................................................................................... 1 Introduction to the Research Study .......................................................... 1 Problem Statement and Research Questions.......................................... 10 Definitions.............................................................................................. 15 II. LITERATURE REVIEW ............................................................................ 20 Serious Game? Is This an Oxymoron? .................................................. 20 What Can Students Learn While Playing Games? ................................ 22 Traditional Education Practices vs Game-Based Learning ................... 28 Educational Game Implementation and Design Challenges .................. 31 Theoretical Foundations......................................................................... 32 Game Design and Game Play Experience ............................................. 46 Well-designed Educational Games: Why RPGs? .................................. 64 Conceptual Model for Research Investigation ....................................... 65 III. METHODS .................................................................................................. 68 Introduction ............................................................................................ 68 Convergent Parallel Mixed Methods Research Design ......................... 68 Participants and Setting.......................................................................... 76 Role as Researcher ................................................................................. 83 Game Designs Targeted for Comparison ............................................... 87 DragonMist: Modding Skyrim ............................................................... 93 vi Table of Contents (Continued) Page Pilot Study: DragonMist Alpha Playtesting ......................................... 108 Data Collection .................................................................................... 112 Analysis................................................................................................ 128 Measurement Strategies ....................................................................... 138 Trustworthiness of the Study ............................................................... 150 IV. QUANTITATIVE RESULTS ..................................................................
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