Impact of Self-Direction on Emotions and Education in Virtual Learning Settings Using Games
In the realm of science education, a new study has shed light on the multifaceted relationship between human agency, emotions, and learning gains in game-based learning environments (GBLEs). The research, focused on college students' experiences with the microbiology-based game Crystal Island, suggests that these factors play a significant role in promoting motivation, ownership, and self-regulation, leading to increased learning outcomes.
Game-based learning environments that foster human agency, such as allowing learners to navigate challenges or make decisions, have been found to significantly boost engagement and motivation. These positive emotions, in turn, contribute to learner ownership of the learning process and strengthen the connection to the content, fostering self-regulated learning.
Researchers also found that when game-based learning is complemented by human pedagogical support, it optimizes learning gains. This human touch, which can contextualize AI or game feedback, address cultural nuances, and foster a learner's trajectory from novice to self-regulated expert, is key to overcoming limitations of purely AI-driven or game-only instruction.
However, when learners perceive a lack of ownership or agency, emotional engagement may decrease, negatively impacting retention and learning gains. This was observed in AI-centric environments without sufficient human interaction or learner control.
The study involved 96 undergraduate students from a large North American university, with 59% being female. Participants were assigned to one of three experimental conditions: full agency, partial agency, or no agency. Results showed that participants in the partial agency condition achieved the highest proportional learning gain (PLG). Interestingly, anger was found to be the sole predictor of PLG in a stepwise multiple regression.
This study highlights the potential of using emotions, particularly anger, to enhance learning outcomes in game-based learning environments. The game, Crystal Island, aimed to uncover the source, identity, and best treatment for a mysterious illness. The researchers believe that understanding the role of autonomy and emotions during learning and problem-solving with GBLEs in STEM subjects could lead to the development of more effective, learner-centered educational experiences.
The study's findings underscore the need for further examination into how emotions can facilitate or inhibit learning gains in game-based learning environments. As technology continues to advance and GBLEs become more prevalent in education, understanding these dynamics will be crucial for optimizing learning outcomes and fostering a more engaging, effective learning experience for students.
In the context of game-based learning environments, emotions such as anger can serve as catalysts for increased learning gains, as demonstrated by the Crystal Island study. This research also emphasizes the importance of human agency in game-based learning, suggesting that learners who possess partial control over their learning experience are more likely to achieve higher proportional learning gains.
