Using Embedded Flash Interactives to Teach Science: Does Narrative Assist in Recall of Content? PROCEEDINGS
Leslie Miller, Amy Crook, Rice University, United States
EdMedia: World Conference on Educational Media and Technology, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The authors investigated whether using a narrative would facilitate science learning in an interactive multimedia game. Middle school students were randomly assigned to one of two conditions. Group 1 was presented with science content embedded within a storyline with characters who helped in the plot evolution. Group 2 was given an interface that presented the same science interactives absent the storyline and without any mandated order of play. Tests of science knowledge and measures of satisfaction were given three days after playing the assigned version. Results did not support the ability of narrative to aid recall and enhance learning for interactive multimedia games. On the contrary, middle school students who played the non-narrative version performed significantly better on the post-test; however, satisfaction with game experience was not significantly different between versions.
Miller, L. & Crook, A. (2008). Using Embedded Flash Interactives to Teach Science: Does Narrative Assist in Recall of Content?. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4740-4745). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2017 from https://www.learntechlib.org/p/29045/.
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