Narration-Based Techniques to Facilitate Game-Based Learning
Publication date
2016-11-29
Authors
van Oostendorp, H.
Wouters, P.J.M.
Editors
Wouters, Pieter
Oostendorp, Herre van
Advisors
Supervisors
Document Type
Part of book
Metadata
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License
taverne
Abstract
In this chapter, we discuss the role of narration-based techniques like curiosity-triggering events and surprises that are included in games in learning and motivation. We focus on the learning of proportional reasoning, an important component of mathematical skills, with secondary prevocational students (12–15 year). Based on the information gap theory of Loewenstein and the cognitive conflict notion of Berlyne we argue that curiosity-triggering events and surprises can have a positive effect on learning. Inserting these events in the game Zeldenrust did indeed show positive learning effects, though the size of effect depends on the preexisting (meta)cognitive abilities of the students.
Keywords
Curiosity, Surprise, Serious games, Learning, Motivation, Mathematics, Taverne
Citation
van Oostendorp, H & Wouters, P J M 2016, Narration-Based Techniques to Facilitate Game-Based Learning. in P Wouters & H V Oostendorp (eds), Instructional Techniques to Facilitate Learning and Motivation of Serious Games. 1 edn, Advances in Game-based Learning, Springer, Cham, Switzerland, pp. 103-117. https://doi.org/10.1007/978-3-319-39298-1_6