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Interactivity3 Design and Assessment Framework for Educational Games to Promote Motivation and Complex Problem-Solving Skills

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Assessment in Game-Based Learning

Abstract

Complex problem solving and motivation are often argued as the most important benefits of massively multiplayer role-playing online games. However, little empirical research exists to support these assertions. Current research and educational game design theory are insufficient to explain the relationship between complex problem solving, motivation, and games; nor do they support the design of educational games intended to promote motivation and complex problem-solving skills. For the past few years, we have been engaged with design-based research (DBR) to address this gap in the literature. In this chapter, we present the findings of this study in a framework for designing and assessing educational MMORPGs for facilitating learners’ motivation and complex problem-solving skill acquisition. This game design and assessment framework bridges three levels of interactivity that were identified in a series of DBR studies as being crucial for effective educational game design: (1) interface interactivity, (2) narrative interactivity, and (3) social interactivity. In this chapter, we present Interactivity3 design and assessment framework and discuss the findings of a study that shows the validity of this framework for designing and assessing educational MMORPGs.

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Acknowledgments

McLarin’s Adventures MMOG is developed by the K20 Center at the University of Oklahoma through a Star Schools research grant from the U.S. Department of Education. It is with gratitude that the authors thank the K20 Center game development team for allowing our research team to use the game, hence, contributing advancement of research on games and learning.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval Rm 323B, Norman, OK, 73019-2041, USA

    Deniz Eseryel & Victor Law

  2. Oklahoma State University, 100 Telecommunications Center, Stillwater, OK, 74078, USA

    Yu Guo

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  1. Deniz Eseryel
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  2. Yu Guo
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  3. Victor Law
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Correspondence to Deniz Eseryel .

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Editors and Affiliations

  1. , Fakultät für Sozialwissenschaften, University of Mannheim, Gebaudeteil B A5,6, Mannheim, 68131, Baden-Württemberg, Germany

    Dirk Ifenthaler

  2. , College of Education, University of Oklahoma, Van Vleet Oval 820, Norman, 73019, Oklahoma, USA

    Deniz Eseryel

  3. Van Fleet Oval 820, Norman, 73019, Oklahoma, USA

    Xun Ge

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Eseryel, D., Guo, Y., Law, V. (2012). Interactivity3 Design and Assessment Framework for Educational Games to Promote Motivation and Complex Problem-Solving Skills. In: Ifenthaler, D., Eseryel, D., Ge, X. (eds) Assessment in Game-Based Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3546-4_14

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