Fostering Situated Conversation Through Game Play

Abstract

Background. Prior research suggests that video games function as spaces for informal interaction. In this way, they foster spontaneous conversation that supports gameplay. Such conversation can facilitate learning. In particular, conversations that connect gameplay with the learning materials have positive effects on learning. In this article, those conversations are called situated conversations and used as an important concept to understand video games as educational tools.

Aim. This study explores the conversations produced in educational activities supported by video games and the effects of these conversations on the learning of subject matter.

Method. This randomized design experiment compares the conversations of a group of students using traditional text-based learning materials with the conversations of a group of students using an educational video game, during a four week intervention focused on the viral-replication process. In both conditions, spontaneous conversation among students was allowed and registered, and learning was assessed using a think-aloud task at the end of the intervention.

Results. Students using the video game produced high-quality conversations focused on disciplinary content. The results show, additionally, that only conversations connecting different resources in the learning setting had a significant effect on learning, highlighting the importance of situated conversations for video game learning.

Conclusions. The concept of situated conversation is proposed to characterize conversations that connect different resources available in the social environment. This type of conversation increases knowledge levels by bringing external information into the learning process.