ABSTRACT
Games and simulations can be more engaging than other educational tools (e.g., textbooks, videos, problem sets), and this engagement can lead to improved short- and long-term learning. However, engagement in game-based learning is not automatic, and instead requires iterative design. In this work, we explore and compare metrics from research on learning sciences and from game design, considering different time scales of human action, ranging from biological engagement (e.g., eye gaze) up to lasting social ties (e.g., community building). Certain game-design approaches used for commercial games may be useful for game-based learning, such as establishing bottom-line metrics aligned to why the game was built or analyzing engagement in terms of facets or archetypes rather than on a unidirectional scale. Further research is required to study the interaction between engagement at different time scales, particularly for cases where higher long-term engagement is indicated by lower short-term engagement (e.g., skipping easy content).
