International Journal of
Information and Education Technology

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.