Chasing Newton: Designing and implementing an intrinsically integrated game on Newtonian mechanics

Abstract

It has long been a coveted idea to combine the motivational aspects of games with learning in formal education. Digital educational games have indeed shown potential in this respect. However, individual educational games demonstrate large variations in (learning) outcomes. Ensuring that learning and gameplay are integrated with each other appears to be the key to obtaining higher learning outcomes. This is referred to as intrinsic integration. This dissertation adds to the body of knowledge on the characteristics that make educational games effective, realizing that no easy fix exists. To use a game in formal education, students should be able to transfer their acquired conceptual knowledge from the game context to other scenarios. This is possible by embedding the game in other learning activities. This dissertation describes four studies that were conducted to answer the main research question: How can a digital intrinsically integrated game be designed and implemented in a lesson fostering conceptual knowledge and transfer regarding Newtonian mechanics? Findings of our studies provide more insight on how students learn using a digital educational game. We developed a guiding frame for designing an intrinsically integrated game. Our studies demonstrate the benefits of embedding an educational game within other learning activities. Based on our findings, we give practical recommendations for such learning activities. Our studies provide an in-depth analysis, giving more insight on students’ learning and providing recommendations for others who want to venture into the wonderful world of game didactics.