Using Embedded Flash Interactives to Teach Science: Does Narrative Assist in Recall of Content?

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Miller, L. & Crook, A. (2008). Using Embedded Flash Interactives to Teach Science: Does Narrative Assist in Recall of Content?. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 4740-4745). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29045.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Leslie Miller, Amy Crook, Rice University, United States

Abstract

The authors investigated whether using a narrative would facilitate science learning in an interactive multimedia game. Middle school students were randomly assigned to one of two conditions. Group 1 was presented with science content embedded within a storyline with characters who helped in the plot evolution. Group 2 was given an interface that presented the same science interactives absent the storyline and without any mandated order of play. Tests of science knowledge and measures of satisfaction were given three days after playing the assigned version. Results did not support the ability of narrative to aid recall and enhance learning for interactive multimedia games. On the contrary, middle school students who played the non-narrative version performed significantly better on the post-test; however, satisfaction with game experience was not significantly different between versions.

Keywords

• Middle School Education
• Students
• Sciences
• Interaction
• Multimedia

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