Immersion experiences and behavioural patterns in game‐based learning

Abstract Games have been regarded as a potential vehicle for enhancing student learning. Previous studies mainly focused on learning outcomes; however, the learning processes and dynamic in‐game behaviours of students who are immersed in a game context are relatively undiscovered. The purposes of this study were to develop an educational game, Bio Detective , to facilitate student science learning and to investigate how game immersion experiences are related to in‐game behavioural patterns. The study included 128 7th graders (12–13 years old). A mixed‐method approach collecting both quantitative and qualitative data was employed, and an integration of cluster and sequential analysis was used. The findings showed that the students were able to learn from playing Bio Detective because significant improvements in science learning outcomes were obtained. The students who were totally immersed in Bio Detective acted more like expert problem solvers than their counterparts with no immersion experiences. They had better problem‐solving efficiency, and their behavioural patterns revealed that they had more heuristic and analogical thinking strategies. Interpretations and limitations are further discussed. Practitioner notes What is already known about this topic Games are a potential vehicle for enhancing science learning. Previous studies about game‐based learning mainly focused on learning outcomes. Studies aiming to reveal the learning processes and dynamic in‐game behaviours of students who are immersed in a game context are relatively undiscovered. What this paper adds Student science learning was significantly enhanced through playing Bio Detective . The behavioural patterns of the students with no immersion experiences were more inconsistent and complicated. Students with experiences of total immersion exhibited more effective thinking and had more heuristic and analogical problem‐solving strategies. Implications for practice and/or policy Bio Detective can be effective for students to learn scientific concepts. The behavioural patterns of gameplay can tell us more about individuals’ learning processes behind the scenes. The in‐situ data collected by the objective methods combined with other instruments would delineate a clearer picture of the gaming/learning processes.