Integrating cluster and sequential analysis to explore learners' flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration

Explored learners' flow and behavior patterns in a science simulation game.Integrated cluster and sequential analysis to analyze videotaped behaviors.Explored three clusters of learners with different patterns of learning processes.Learners with higher flow levels attain a more complete reflective process. Much emphasis has been placed on the research on applying digital games in science education. Among the studies, the advantages and limitations of role-playing simulation games deserve further exploration. However, existing analyses of the behavioral patterns of role-playing simulation games in science education remain substantially lacking, particularly the integration of diverse behavioral pattern analysis methods. This study thus seeks to analyze the videotaped learning process of 86 college students in game-based learning activities that utilize a role-playing simulation game. This study used the integrated method of sequential analysis and cluster analysis and explored the learners' flow state and learning behavioral patterns. The results show that the use of integrated behavioral pattern analysis helps to explore the traits and limitations of role-playing simulation games in science education as well as learners' reflective behavior patterns.This study identifies a wide variety of learning behavior patterns from three potential clusters of learners and then discusses the learning process of each cluster. The different levels of flow experienced by the learners affected their learning behavior patterns; learners with higher levels of flow demonstrated a more in-depth reflective process. The study further discusses the results of these analyses and makes relevant recommendations for the systems development of the games, its educational applications, and evaluation methods.