Narration-Based Techniques to Facilitate Game-Based Learning

Abstract

In this chapter, we discuss the role of narration-based techniques like curiosity-triggering events and surprises that are included in games in learning and motivation. We focus on the learning of proportional reasoning, an important component of mathematical skills, with secondary prevocational students (12–15 year). Based on the information gap theory of Loewenstein and the cognitive conflict notion of Berlyne we argue that curiosity-triggering events and surprises can have a positive effect on learning. Inserting these events in the game Zeldenrust did indeed show positive learning effects, though the size of effect depends on the preexisting (meta)cognitive abilities of the students.