Achievement, Behaviors, and STEM Interest of Frustrated and Bored Learners Using Minecraft

Abstract

In this paper, we analyze the relationship between behavioral and achievement outcomes and self-reported frustration and boredom levels of students using the What-If Hypothetical Implementations using Minecraft (WHIMC). We examine in-game data, out-of-game assessment data, self-reported frustration and boredom, and results of the STEM interest questionnaire (SIQ) from 175 Grade 8 learners from a school in the Philippines. We find that learners who are frustrated tend to disengage from the game. Learners who are bored tend to do less well on post-game assessments. While students’ STEM interest generally increased, SIQ scores of frustrated and bored learners tended to remain unchanged. Among low-performing learners who did not express frustration or boredom, SIQ scores increased, implying that the absence of these states was beneficial to this category of learners. This study contributes to what is known about how affect relates to outcomes such as test scores, in-game behaviors, and attitudes. It also raises questions about how games can best be used to pave the way towards greater student engagement in STEM.