Effectual Learning of Physics as a Means of Entertainment within Interactive Media
By: Kris McMahan
Supervisor: Jonathan Skinner
Master of Interactive Technology degree conferred December 13
Thesis / Project completed December 13, 2008

This project focuses solely on players’ ability to learn core physics concepts effectively within the realm of console and personal computer games (henceforth referred to as “games”) as well as the resulting effects that players experience from this style of learning in relation to more widely accepted learning styles such as audio-visual learning and memorization. This project consists of a single level in Half-life 2 (Valve 2004) that presents the player with five puzzles in a laboratory setting. The first puzzle teaches players the mechanics of Half-life 2 (Valve 2004) while each of the remaining four puzzles provides a different challenge focusing on a specific common misconception within the field of physics.

Currently, there is a lack of sufficient data on the efficiency of learning through interactive media. This project adds to the amount of information available specifically on the possibility of learning physics through video games. Based upon players’ answers to the pre-play and post-play surveys, available in Appendix D, this project determines that learning-based encounters in Half-life 2 (Valve 2004) can be fun and effective. However, to consider a puzzle as an effectual learning experience, at least 50% (five out of ten) of players must exhibit their learned or recalled knowledge in the post-play survey. In that respect, this project considers all five puzzles an effectual learning experience for players. This project is a viable teaching tool for the physics concepts that this project presents.

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