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Published in:
Examining Identity Exploration in a Video Game Participatory Culture Read chapter Read first chapter

2019 | OriginalPaper | Chapter

Using Epistemic Networks with Automated Codes to Understand Why Players Quit Levels in a Learning Game

Authors : Shamya Karumbaiah, Ryan S. Baker, Amanda Barany, Valerie Shute

Published in: Advances in Quantitative Ethnography

Publisher: Springer International Publishing

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Abstract

Understanding why students quit a level in a learning game could inform the design of appropriate and timely interventions to keep students motivated to persevere. In this paper, we study student quitting behavior in Physics Playground (PP) – a Physics game for secondary school students. We focus on student cognition that can be inferred from their interaction with the game. PP logs meaningful and crucial student behaviors relevant to physics learning in real time. The automatically generated events in the interaction log are used as codes for quantitative ethnography analysis. We study epistemic networks from five levels to study how the temporal interconnections between the events are different for students who quit the game and those who did not. Our analysis revealed that students who quit over-rely on nudge actions and tend to settle on a solution more quickly than students who successfully complete a level, often failing to identify the correct agent and supporting objects to solve the level.

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previous chapter Adolescents’ Views of Third-Party Vengeful and Reparative Actions
next chapter Use of Training, Validation, and Test Sets for Developing Automated Classifiers in Quantitative Ethnography
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Metadata
Title
Using Epistemic Networks with Automated Codes to Understand Why Players Quit Levels in a Learning Game
Authors
Shamya Karumbaiah
Ryan S. Baker
Amanda Barany
Valerie Shute
Copyright Year
2019
Book
Advances in Quantitative Ethnography

Print ISBN: 978-3-030-33231-0

Electronic ISBN: 978-3-030-33232-7

Copyright Year: 2019

DOI
https://doi.org/10.1007/978-3-030-33232-7_9

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