Impact of Student Autonomy on Academic Performance, Emotional States, and Problem-Solving Strategies in a Virtual Learning Setting with Games
A recent study, focusing on a game-based learning environment for microbiology called Crystal Island, has shed light on the impact of student agency on learning, problem-solving, and affect. The study, which involved 138 college students, divided them into High Agency, Low Agency, and No Agency conditions.
The study found that students in the Low Agency condition achieved significantly higher normalized learning gain scores than students in the No Agency condition. Interestingly, students in the Low Agency condition also had marginally higher normalized learning gains than students in the High Agency condition. This suggests that a moderate degree of agency provided to students in game-based learning environments leads to better learning outcomes without sacrificing interest and without yielding a negative emotional experience.
Students in the Low Agency condition had limited control over their learning experience compared to the High Agency condition. On the other hand, students in the No Agency condition had no control over their learning experience. This lack of control seemed to affect student interest and presence in the virtual environment, as students in the No Agency condition were less interested and perceived themselves as less present compared to the other conditions.
In contrast, students in the High Agency condition had a moderate degree of control over their learning experience. This level of agency promotes deeper engagement and problem-solving skills because learners take responsibility for their learning path. However, the study also highlights that too much agency without sufficient guidance can lead to confusion or off-task behavior, reducing learning effectiveness.
The optimal level of student agency, according to the study and related research, tends to be adaptive agency—where the system allows students freedom but provides timely scaffolds, hints, or structure based on learner needs and progress to ensure productive learning and positive affective experiences. This balanced, scaffolded student agency level provides autonomy with appropriate support, leading to better learning outcomes, enhanced problem-solving, and greater positive affect in game-based learning.
In conclusion, the Crystal Island study and related research indicate that a balanced, scaffolded student agency level, providing autonomy with appropriate support, leads to better learning outcomes, enhanced problem-solving, and greater positive affect in game-based learning environments. This finding has significant implications for the design of educational games and the strategies used to promote student engagement and motivation in the learning of complex topics.
- The study about Crystal Island, a game-based learning environment for microbiology, demonstrates that a balanced level of student agency in technology-driven learning spaces, such as gadgets used for education-and-self-development, can lead to better learning outcomes and a positive learning experience.
- Moreover, the research suggests that this adaptive agency, which allows for autonomy with appropriate support, could be beneficial not just in the context of Crystal Island, but also in other areas of education-and-self-development that utilize game-based learning and various gadgets, facilitating enhanced understanding and problem-solving skills.
