Abstract—In this study, we examine how the upper and lower
level performers construct their knowledge in an open-ended
interactive challenging game-like design environment. The
interactive game UNTANGLED was used for this study.
Piaget's theory of knowledge construction was used to examine
performance data. Findings showed that the upper performers
could be characterized as constructivist learners who are
accommodators, learners who alter schema based on new
information or experiences. These players used various
incentives to both achieve success in completion of the game
puzzles and change perspective during the game play. In
contrast, the lower level performers used a constructed
knowledge adaptation schema of assimilation. They did not
complete the game puzzles and were not motivated by any
incentives in the game play. Discussion and implications suggest
how classroom teachers or game designers, who design games
with an educational purpose, can recognize the needs of both
constructors of knowledge: assimilators and accommodators
and adjust instruction to assure success for both types of
knowledge constructors.
Index Terms—Engineering education, games with a purpose,
mapping, placement, constructive learning, STEM games.
Gayatri Mehta is with Electrical Engineering, University of North Texas,
Texas, USA (e-mail: gayatri.mehta@unt.edu).
Jeanne Tunks, Kiran Sanagapaty, Alok Pal, and Rani Deepika
Balavendran Joseph are with College of Education, University of North
Texas, Texas, USA. (e-mail: jeanne.tunks@unt.edu,
KiranSanagpaty@my.unt.edu, AlokPal@my.unt.edu,
RaniDeepikaBalavendranJoseph@my.unt.edu).
Cite: Gayatri Mehta, Jeanne Tunks, Kiran Sanagapaty, Alok Pal, and Rani Deepika Balavendran Joseph, "Constructing Knowledge in an Interactive Game-Like Design Environment for STEM Education," International Journal of Information and Education Technology vol. 7, no. 8, pp. 566-570, 2017.