{"id":{"repo_id":"msu","oai_identifier":"oai:d.lib.msu.edu:etd_1040"},"canonical_url":"https://search.dev.ndltd.org/etd/msu/oai:d.lib.msu.edu:etd_1040","repository":{"repo_id":"msu","name":"Michigan State University","base_url":"https://d.lib.msu.edu/oai"},"display":{"title":"Understanding player activity in a game-based virtual learning environment","abstract":"This study examines player activity in a game-based virtual learning environment as a means toward evaluating instructional and game design. By determining the goals embedded in project development and the availability and structure of in-game activities, the first part of this research highlights opportunities for players to engage with learning content in the environment. In the following section, server data provides the requisite information for creating a portrait of player actions in the online space. From this assessment of intentional designs compared to player activity, the study provides findings that focus on player behaviors and structural realities. Players tended to avoid opportunities to interact with learning content. They showed few examples of sustained, immersed participation in the game-based environment. The structure of the activities was such that requisite information was inconsistently available for players to complete interactions and further their knowledge of new learning content. Understanding player activity is an essential piece of the formative evaluation of ongoing project development with implications for the creation of similar game-based virtual learning environments in particular and design research in general.","abstract_html":"This study examines player activity in a game-based virtual learning environment as a means toward evaluating instructional and game design. By determining the goals embedded in project development and the availability and structure of in-game activities, the first part of this research highlights opportunities for players to engage with learning content in the environment. In the following section, server data provides the requisite information for creating a portrait of player actions in the online space. From this assessment of intentional designs compared to player activity, the study provides findings that focus on player behaviors and structural realities. Players tended to avoid opportunities to interact with learning content. They showed few examples of sustained, immersed participation in the game-based environment. The structure of the activities was such that requisite information was inconsistently available for players to complete interactions and further their knowledge of new learning content. Understanding player activity is an essential piece of the formative evaluation of ongoing project development with implications for the creation of similar game-based virtual learning environments in particular and design research in general.","abstract_has_math":false,"creators":["Boyer, David Matthew"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Putnam, Ralph T.","Mishra, Punya","Smith, Jack","Zhao, Yong"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011","date_published":"2011","updated_at":"2026-07-24T03:16:51Z","subjects":["Computer-assisted instruction","Educational technology","Simulation games in education","Video gamers","Virtual reality in education"],"languages":["English"],"rights":["In Copyright"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd:1040","isbn:9781124561110","isbn:1124561110","oclc:912252368","umi:3449265","local:Boyer_grad.msu_0128D_10242"],"render_values":[{"text":"etd:1040","href":null,"code":true},{"text":"isbn:9781124561110","href":null,"code":true},{"text":"isbn:1124561110","href":null,"code":true},{"text":"oclc:912252368","href":null,"code":true},{"text":"umi:3449265","href":null,"code":true},{"text":"local:Boyer_grad.msu_0128D_10242","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/doi:10.25335/8cpy-st85","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Putnam, Ralph T.","Mishra, Punya","Smith, Jack","Zhao, Yong"]},{"key":"dc:creator","label":"Author","values":["Boyer, David Matthew"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011"]},{"key":"dc:relation","label":"Dc Relation","values":["Electronic Theses & Dissertations"]},{"key":"dc:type","label":"Dc Type","values":["Text","Theses"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Computer-assisted instruction","Educational technology","Simulation games in education","Video gamers","Virtual reality in education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd:1040","isbn:9781124561110","isbn:1124561110","oclc:912252368","umi:3449265","local:Boyer_grad.msu_0128D_10242","https://doi.org/doi:10.25335/8cpy-st85"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examines player activity in a game-based virtual learning environment as a means toward evaluating instructional and game design. By determining the goals embedded in project development and the availability and structure of in-game activities, the first part of this research highlights opportunities for players to engage with learning content in the environment. In the following section, server data provides the requisite information for creating a portrait of player actions in the online space. From this assessment of intentional designs compared to player activity, the study provides findings that focus on player behaviors and structural realities. Players tended to avoid opportunities to interact with learning content. They showed few examples of sustained, immersed participation in the game-based environment. The structure of the activities was such that requisite information was inconsistently available for players to complete interactions and further their knowledge of new learning content. Understanding player activity is an essential piece of the formative evaluation of ongoing project development with implications for the creation of similar game-based virtual learning environments in particular and design research in general.","Thesis (Ph. D.)--Michigan State University. Educational Psychology and Educational Technology, 2011","Includes bibliographical references (pages 107-110)"]},{"key":"dc:format","label":"Dc Format","values":["x, 110 pages","application/pdf"]},{"key":"dc:title","label":"Title","values":["Understanding player activity in a game-based virtual learning environment"]}]}],"canonical_facts":{"dc:contributor":["Putnam, Ralph T.","Mishra, Punya","Smith, Jack","Zhao, Yong"],"dc:creator":["Boyer, David Matthew"],"dc:date":["2011"],"dc:description":["This study examines player activity in a game-based virtual learning environment as a means toward evaluating instructional and game design. By determining the goals embedded in project development and the availability and structure of in-game activities, the first part of this research highlights opportunities for players to engage with learning content in the environment. In the following section, server data provides the requisite information for creating a portrait of player actions in the online space. From this assessment of intentional designs compared to player activity, the study provides findings that focus on player behaviors and structural realities. Players tended to avoid opportunities to interact with learning content. They showed few examples of sustained, immersed participation in the game-based environment. The structure of the activities was such that requisite information was inconsistently available for players to complete interactions and further their knowledge of new learning content. 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