Instructional Effects on Students’ Visual Attention in Game-based Science Learning

Abstract

This study explored the instructional effects on students’ visual attention allocations in game-based science learning by a pilot eye-tracking experiment. Seventeen university students with science or engineering backgrounds participated in a digital game for applying electromagnet concepts to solve problems. A video instruction was used as conceptual scaffolding for the experimental group. Students’ eye movements were tracked and analyzed by FaceLab and GazeTracker software. Results showed that the video scaffolding successfully cued the students to focus on tools designed for problem solving. Besides, male and female students could have different reading preferences in game-based learning environments. Furthermore, the video scaffolding significantly impacted students’ flow states in such a game-based learning environment; however, no significant gender difference was found regarding flow states. Future studies were also suggested in the paper.