A Comparison of Text-with-Images and Video-Based Instructional Guidance in an Educational Video Game
Susan Pedersen, Mehmet Oren, Karen Butler-Purry, Texas A&M University, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
When players become stuck while playing a video game, the availability of in-game instructional guidance can help them to overcome obstacles and stay engaged. In this study, we examined the impact of different formats for instructional assets designed to support learners as they play Planet K, an educational game on digital circuit design. We compared video-based instruction with instruction that used text aligned with key static images. Instruction consisted of brief assets in a tool named Logic Help that students could access within the game. 154 undergraduate students in engineering class agreed to participate and were randomly assigned to either the text-with-images or video-based instruction. The results showed no significant difference between groups in how far learners progressed in the game or their posttest scores. They did differ in how many of the Logic Help assets they accessed, with the text-with-images group accessing more than the video group.
Pedersen, S., Oren, M. & Butler-Purry, K. (2019). A Comparison of Text-with-Images and Video-Based Instructional Guidance in an Educational Video Game. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1142-1147). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
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