To solve or to observe? The case of problem‐solving interactivity within child learning games

We explored whether problem‐solving interactivity within an instructional game fosters learning for children aged 8–10 years. Participants (N = 139) studied a biological topic either through a game‐based learning environment (in which they solved assigned problems by interacting with a plant model) or from a standard learning environment (in which they observed how the problems were solved in an animation) (i.e., between‐subject design). The treatments were equal with regard to learning content and guidance. No between‐group differences in learning outcomes were detected (comprehension: d = 0.16; transfer: d = −0.01). Self‐rating of enjoyment tended to be higher in the game group (d = 0.32), and when the children could choose between the treatments in a free‐choice period, they strongly preferred the interactive game (87.5%). The results suggest that both the interactive and the non‐interactive treatments are useful, but their applicability may differ depending on the learning context (e.g., school vs. home). Lay Description What is already known about this topic Problem‐solving interactivity can be implemented within game‐based learning environments. Little is known about whether problem‐solving interactivity within these environments improves or harms learning (especially with regard to children). What this paper adds Children (Grade 3–4) strongly prefer an interactive game (in which they interact in order to solve assigned problems) compared with a non‐interactive learning environment (in which they observe how the problems are solved in an animation). The game, implementing problem‐solving interactivity, neither improves nor harms learning compared with the non‐interactive learning environment. Implications for practice The results favour non‐interactive (and cheaper) interventions in settings where children cannot choose learning materials (e.g., in schools), but interactive ones when they can choose (e.g., home learning).