Understanding learning within a commercial video game: A case study

There has been considerable interest and debate about the value of video games. There are researchers that suggest that video games are useful tools for engaging learners in engaging and authentic learning experiences (Gee, 2003; McGonigal, 2012; Shaffer, Squire, Halverson, & Gee, 2005; Squire, 2008; Steinkuehler, 2005). However, there are researchers that suggest that video games are harmful, addictive, or exploitive (Chan & Rabinowitz, 2006; Fisher, 1994; Spain & Vega, 2005; Phillips, Rolls, Rouse, & Griffiths, 1995) and disruptive to the learning experience (Kirriemuir & McFarlane, 2003). There has been considerable research on the educational value of educational video games, and the findings have found that the educational video games are very engaging and interesting. However, as the organisations that make the educational games lack the production budgets results in the video games not being widely adopted by the target consumer. Furthermore, many of these video games incorporate what Bruckman (1999) referred to as ‘chocolate covered broccoli’ approach. This is when a video game is presented as a reward for completing a learning outcome (Bruckman, 1999). Through a review of the literature, gaps in the literature on the educational value of commercial video games were identified. Therefore, this research sought to undertake an empirical study into what types of learning transpires while using a commercial video game. As the process of learning is typically an internal process, the task of identifying if and when learning transpired is sometimes challenging. Although traditional methods of assessments and verbal reflection provide some indicators that learning may have transpired, this research sought to obtain additional evidence through using observational methods. This additional method was possible through advances in video based eye tracking cameras. The availability of high-resolution desk mounted video based eye tracking camera made it possible for this research to obtain quantitative data on potential indicators of cognition or problem solving; endogenous eye blinks and fixations that lasted longer than 600 milliseconds (ms). Ponder & Kenned (1927) suggest that the endogenous (having an internal cause or origin) blink is an indicator of human cognition. This theory has been supported by more recent researchers (Stern, Walrath, & Goldstein, 1984; Orchard & Stern, 1991; Tanaka & Yamaoka, 1993). The other indicator or cognition is when the eye fixates on a specific object or stimuli. The duration the eyes are fixed on a particular object