Use of a Content-Based Science Narrative to Develop Situational Interest Within a Digital Game

Abstract

Many studies reveal that better learning results when situational interest within a text is high (Schraw and Lehman, Educ Psychol Rev 13:23--52, 2001). This chapter summarizes the theoretical perspectives of situational interest, games and narratives, and how their intersection can promote three-dimensional science learning. The development of a content-specific narrative for a digital science inquiry game called Surf's Up Science (SUS) was used to teach middle school students about ocean currents' effects on local weather. An iterative design-based research method was used to evaluate and improve the game mechanics and narrative. An analysis of the empirical evidence used to inform the design and development of the game is presented with a focus on the role of the narrative throughout the game design process.