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Unlocking Gameplay Insights with Epistemic (Ordered) Network Analysis: Understanding the Potential of Video Games to Foster Authentic Scientific Practices in STEM Education.

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Title: Unlocking Gameplay Insights with Epistemic (Ordered) Network Analysis: Understanding the Potential of Video Games to Foster Authentic Scientific Practices in STEM Education.
Authors: Zambrano, Andres Felipe1 (AUTHOR) azamb13@upenn.edu, Barany, Amanda1 (AUTHOR), Ocumpaugh, Jaclyn1 (AUTHOR), Nasiar, Nidhi1 (AUTHOR), Vandenberg, Jessica2 (AUTHOR), Goslen, Alex2 (AUTHOR), Esiason, Jordan2 (AUTHOR), Rowe, Jonathan2 (AUTHOR), Hutt, Stephen3 (AUTHOR)
Source: Journal of Science Education & Technology. Oct2025, Vol. 34 Issue 5, p1164-1177. 14p.
Subject Terms: *STEM education, *Student engagement, *Educational games, *Cognitive structures, *Video games, *Behavioral assessment, *Gamification, Microbiology
Abstract: This study investigates student learning and interest within the context of a single-player, open-world game designed for microbiology inquiry. The game immerses players in the role of investigative scientists tasked with diagnosing a mysterious illness on a remote island. Ordered Network Analysis (ONA) was combined with clustering techniques to analyze in-game actions (i.e., interactions with non-playable characters, exploration, and utilization of in-game educational tools) allowing us to construct student archetypes based on the behavioral patterns of 122 middle schoolers. The analysis identified four distinct clusters of students with varying engagement patterns—two showing apparent patterns of engagement and two showing apparent patterns of disengagement. The study contributes insights into tailoring educational game designs to address disengaged or ineffective behaviors, enhancing the efficacy of game-based learning experiences. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Unlocking Gameplay Insights with Epistemic (Ordered) Network Analysis: Understanding the Potential of Video Games to Foster Authentic Scientific Practices in STEM Education.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Oct2025, Vol. 34 Issue 5, p1164-1177. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+structures%22">Cognitive structures</searchLink><br />*<searchLink fieldCode="DE" term="%22Video+games%22">Video games</searchLink><br />*<searchLink fieldCode="DE" term="%22Behavioral+assessment%22">Behavioral assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Microbiology%22">Microbiology</searchLink>
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  Data: This study investigates student learning and interest within the context of a single-player, open-world game designed for microbiology inquiry. The game immerses players in the role of investigative scientists tasked with diagnosing a mysterious illness on a remote island. Ordered Network Analysis (ONA) was combined with clustering techniques to analyze in-game actions (i.e., interactions with non-playable characters, exploration, and utilization of in-game educational tools) allowing us to construct student archetypes based on the behavioral patterns of 122 middle schoolers. The analysis identified four distinct clusters of students with varying engagement patterns—two showing apparent patterns of engagement and two showing apparent patterns of disengagement. The study contributes insights into tailoring educational game designs to address disengaged or ineffective behaviors, enhancing the efficacy of game-based learning experiences. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10956-025-10213-4
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      – SubjectFull: STEM education
        Type: general
      – SubjectFull: Student engagement
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      – SubjectFull: Educational games
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      – SubjectFull: Cognitive structures
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      – SubjectFull: Video games
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      – SubjectFull: Gamification
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      – SubjectFull: Microbiology
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      – TitleFull: Unlocking Gameplay Insights with Epistemic (Ordered) Network Analysis: Understanding the Potential of Video Games to Foster Authentic Scientific Practices in STEM Education.
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              Text: Oct2025
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