Defining perplexity and reflective thinking in a game-based learning environment
Information and Learning Sciences
ISSN: 2398-5348
Article publication date: 31 March 2023
Issue publication date: 12 April 2023
Abstract
Purpose
The purpose of this paper is to understand the role of perplexity in young players’ experiences within an educational videogame and how reflective thinking can help them to get out of perplexing scenarios.
Design/methodology/approach
We used a constructivist grounded theory approach and the lenses of Dewey’s conceptualization of perplexity and reflective thinking to examine young players’ in-game experiences.
Findings
We find that perplexity in gameplay is an experience that occurs when players encounter uncertainty about where to go or what to do next in the game. Findings reveal that while playing an educational game players engaged in two forms of perplexity – exploration-based and puzzle-based. Additionally, we unpack how players overcome these perplexing scenarios by reflecting on the information provided in the game.
Research limitations/implications
While in a state of perplexity, reflecting on the in-game information aids players to think and make meaning, thus supporting learning. We provide suggestions for how to better utilize perplexity as an in-game design mechanism to encourage young players to reflect on in-game information.
Originality/value
This empirical study is original in its context of studying the phenomenon of perplexity in videogames and young players’ in-game reflection experiences.
Keywords
Acknowledgements
The authors acknowledge the funding support of the [Anonymized]. Also, The authors thank the students who participated in this study for sharing their experiences with us.
Corrigendum: It has come to the attention of the publisher that the article: Shokeen, E., Weintrop, D., Pellicone, A.J., Moon, P.F., Ketelhut, D., Cukier, M. and Plane, J.D. (2023), “Defining perplexity and reflective thinking in a game-based learning environment”, Information and Learning Sciences, Vol. 124 Nos 3/4, pp. 110-127, https://doi.org/10.1108/ILS-10-2022-0112 did not initially include funding information.
The funding information is as below:
The authors acknowledge the funding support of the U.S. Department of Defense. The views and conclusions expressed in this paper are those of the authors and do not necessarily represent those of the Department of Defense or U.S. Government. Also, the authors thank the students who participated in this study for sharing their experiences with us.
Citation
Shokeen, E., Weintrop, D., Pellicone, A.J., Moon, P.F., Ketelhut, D., Cukier, M. and Plane, J.D. (2023), "Defining perplexity and reflective thinking in a game-based learning environment", Information and Learning Sciences, Vol. 124 No. 3/4, pp. 110-127. https://doi.org/10.1108/ILS-10-2022-0112
Publisher
:Emerald Publishing Limited
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