Learning immunology in a game: Learning outcomes, the use of player characters, immersion experiences and visual attention distributions

• Published in: Journal of computer assisted learning 2021-04, Vol.37 (2), p.475-486
• Main Authors: Teng, Yuan‐Yu, Chou, Wen‐Chi, Cheng, Meng‐Tzu
• Format: Article
• Language: English
• Subjects: Attention; Design; Educational Games; eye‐tracking; Game Based Learning; gameplay behaviours; Games; Graduate Students; immersion; Immune system; Immunology; Learning; Outcomes of Education; Physiology; Science; Science Instruction; science learning; Students; Submerging; Teaching Methods; Undergraduate Students
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12501

This study contributed to the current body of literature on game‐based learning by investigating the way playing an educational game, Humunology, affected learning about the immune system and examining further the association between game immersion and visual attention distribution. A total of 79 undergraduate and graduate students participated, and data were collected both in situ and ex situ. The results showed that the students learned through playing Humunology, and the analyses of the use of player characters indicated that the game design facilitated gameplay behaviours that are consistent with the science content. The use of the eye‐tracking method also revealed that students who were more immersed in playing Humunology paid more attention to areas related to player characters. The interpretations and limitations are discussed further. Lay Description What is already known about this topic Games have great potential to improve science learning. There are few well‐designed games for learning about the immune system. What information the player chooses to process while immersed in the game is unclear. What this paper adds Humunology facilitated gameplay behaviours that are consistent with the science content. The use of characters affected the likelihood of success in the game and learning outcomes. Those who were more immersed in the game paid more attention to the character‐related areas. The positive effect of immersion on game‐based science learning was supported. Implications for practice and/or policy Humunology can be an effective learning tool for diverse students. We can see how the interaction between the player and game design affects science learning. Teachers and designers can plan lessons with Humunology to facilitate science learning.