Search results

The use of computer games as learning tools is now commonplace, but how effective is their delivery? This study explores the impact of narrative gameplay elements on student learning outcomes when computer games are used as educational tools and asks if narrative-based gameplay provides a more appropriate context in which to deliver information than the more commonly employed multiple-choice quiz interactive? Activity Theory has been used to analyse quantitative and qualitative data collected during trials of two educational computer game products. Product A is an interactive narrative-based game. Product B is an example of a multiple-choice quiz interactive. Initial results of the study indicate that deep, sustainable learning is more successfully achieved when learners engage with content delivered within a narrative framework.