The Impact of Choice and Feedback on Learning, Motivation, and Performance in an Educational Video Game

This study modified an existing educational video game by varying a learning mechanic and an assessment mechanic. The result was multiple versions of the same game with identical game mechanics but different learning and assessment variables. The impact of these variables was examined to determine their impact on three dependent variables: learning, motivation, and in-game performance. One hundred thirty-eight (N=138) sixth grade students were randomly assigned to play one of the four versions of the game. After thirty minutes of play, results suggest that providing players with a choice of non-player character from whom to receive feedback results in significantly higher learning outcomes and desire to continue playing compared to a non-choice condition. Comparisons between informative and elaborative feedback did not influence student any of the dependent variables. The theoretical and practical implications of these findings are discussed within the context of educational game design and research.