Same Game, Different Impact

A game-based learning approach may work in 1 school, but fall flat in another. This paper details how 1 intervention led to different outcomes and analyzes these differences in terms of the social and cultural characteristics of 4 schools. The intervention for 3rd–5th graders included a mix of commercial-off-the-shelf gameplay, classroom exercises based on the game, and gamification aimed at classroom conduct. General effects were observed for intrinsic and external motivation using the children’s locus of causality scales (c-PLOC), plus teacher-assessed learning and well-being. Yet very different practical outcomes were observed in the 4 different schools taking part in the project. This study used an explanatory mixed-methods analysis to dive deep into the qualitative characteristics of 1 classroom where the intervention took a definite hold, concluding that successes were significantly determined by a combination of support for the teachers in the schools, visible positive results, and the specific needs at play in each classroom. Specifically, we find that, although the intervention had several kinds of positive impact, simpler gamification elements worked best with younger students and/or for teachers who struggled to maintain focus in their classrooms.