Abstrakt
Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (M-age = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between-subject design).
The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so.
Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes.
However, no between-group difference was detected in pre-post learning gains, parent-reported engagement, self-reported enjoyment, time spent with the game and the number of solved in-game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.