Adapting player styles to enhance learning and retention in high school science education

Abstract

The impact of player styles in game-based learning on academic performance is a significant consideration, with the exploratory style being one of these styles. Despite the initial random sampling of 60 tenth-grade students to ensure unbiased representation, the sampling method became purposeful as students with the exploratory player style were selectively placed in the first experimental group. Pre-test data, collected using Bartle’s player styles questionnaire, informed the categorization of students into groups based on their styles, enhancing sampling accuracy. The Explorer player style students formed one group, while students with other styles constituted a separate group. All students completed the Player Styles questionnaire and a pre-learning test. Subsequently, an exploratory-style game was provided to all students, followed by learning and retention tests. The data analysis method employed for this study was MANCOVA. The outcomes of the multivariate analysis of covariance (MANCOVA) demonstrate a substantial multivariate F value of 7.075 (df = 2) with a significant level at p < .05. This outcome substantiates the existence of a notable distinction between the students belonging to the first group (exemplifying the explorer player style) and those in the second experimental group (encompassing the socializer, achiever, and killer player styles) concerning the dependent variables (learning and retention). The observed distinction is in favor of the first experimental group, underscoring the potential influence of player styles on the variables under consideration.