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Narration-Based Techniques to Facilitate Game-Based Learning

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Instructional Techniques to Facilitate Learning and Motivation of Serious Games

Part of the book series: Advances in Game-Based Learning ((AGBL))

Abstract

In this chapter, we discuss the role of narration-based techniques like curiosity-triggering events and surprises that are included in games in learning and motivation. We focus on the learning of proportional reasoning, an important component of mathematical skills, with secondary prevocational students (12–15 year). Based on the information gap theory of Loewenstein and the cognitive conflict notion of Berlyne we argue that curiosity-triggering events and surprises can have a positive effect on learning. Inserting these events in the game Zeldenrust did indeed show positive learning effects, though the size of effect depends on the preexisting (meta)cognitive abilities of the students.

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Acknowledgement

This research is funded by the Netherlands Organization for Scientific Research (project number 411-00-003).

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  1. Utrecht University, Utrecht, 3508TB, The Netherlands

    Herre van Oostendorp & Pieter Wouters

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  1. Herre van Oostendorp
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  2. Pieter Wouters
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Correspondence to Herre van Oostendorp .

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  1. Utrecht University, Utretcht, The Netherlands

    Pieter Wouters

  2. Utrecht University, Utrecht, The Netherlands

    Herre van Oostendorp

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van Oostendorp, H., Wouters, P. (2017). Narration-Based Techniques to Facilitate Game-Based Learning. In: Wouters, P., van Oostendorp, H. (eds) Instructional Techniques to Facilitate Learning and Motivation of Serious Games. Advances in Game-Based Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-39298-1_6

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  • DOI: https://doi.org/10.1007/978-3-319-39298-1_6

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  • Print ISBN: 978-3-319-39296-7

  • Online ISBN: 978-3-319-39298-1

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