Research

This is only publications. For a full list, including presentations, click my resume.

Games for Learning

Turkay, S., Hoffman, D.L., Kinzer, C.K., Chantes, P., & Vicari, C. (under review).
Toward understanding the potential of games for learning: Learning theory, game design characteristics, and situating videogames in classrooms. Computers in the Schools.
Researchers have argued that an effort should be made to raise teachers' and parents' awareness of the potentially positive educational benefits of playing videogames (Baek, 2008). One part of this effort should be to increase understanding of how videogames can be situated within teachers’ existing goals and knowledge of learning and instruction. Unfortunately, relatively little research on game-based learning addresses teachers (Ketelhut & Schifter, 2011), and for many a gap remains between the apparent enthusiasm of researchers and policy makers relative to the potential of educational games and the attendant practicalities of selecting and implementing videogames in classroom settings. This paper begins to bridge this gap by providing research-based areas of awareness and a discussion of factors that can facilitate understanding related to choosing and using videogames. To this end, we show how educational games can be conceptualized from different theoretical perspectives on learning and discuss a number of essential “design issues” that educators should take into account when considering a game for educational use.
Kinzer, C.K., Turkay, S., Hoffman, D., Gunbas, N., Chantes, P., Chaiwinij , B., & Dvorkin, T. (2012).
Examining the effects of text and images on story comprehension: An eye tracking study of reading in games and comics. Literacy Research Association Yearbook 61. (pp. 259-275). Chicago, IL: Literacy Research Assoc.
This study examined readers' attention to and comprehension of a narrative presented in a comic book and an adventure video game. When understanding multimodal texts such as games or comics, information is available from various combinations of sources including printed textonly, images only, or both text and images. Read more
Kinzer, C. K., Hoffman, D.L., Turkay, S., Gunbas, N., & Chantes, P. (2011).
Exploring motivation and comprehension of a narrative in a video game, book, and comic book format. In R.T. Jimenez, V. J. Risko, M.K. Hunley, & D. W. Rowe (Eds.). Literacy Research Association Yearbook 60 (pp. 263-278). Chicago, IL: Literacy Research Assoc.
This study investigates the effects of narrative presentation format on sixth graders' comprehension of and motivation for reading a story. Read more
Turkay, S., Hoffman, D., Gunbas, N., Chantes, P., Adinolf, S., & Kinzer, C. (2012).
Exploring a new approach to visual asset design. In K. Squire, C. Martin, & A. Ochsner (Eds.), Proceedings of the Games, Learning, and Society Conference: Vol. 2. Pittsburgh PA: ETC Press.
This paper will present a tool and a method to help game developers make decisions about creating visual assets such as game characters. It will also present results from a series of studies. Read more
Kinzer, C., Hoffman, D., Turkay, S., Chantes, P., Gunbas, N., Dvorkin, T., & Chaiwinij, A. (2012).
The impact of choice and feedback on learning, motivation, and performance in an educational video game. In K. Squire, C. Martin, & A. Ochsner (Eds.), Proceedings of the Games, Learning, and Society Conference: Vol. 2. Pittsburgh PA: ETC Press.
This study modified an existing educational video game by varying a learning mechanic and an assessment mechanic. The result was multiple versions of the same game with identical game mechanics but different learning and assessment variables. The impact of these variables was examined to determine their impact on three dependent variables: learning, motivation, and in-game performance. One hundred thirty-eight (N=138) sixth grade students were randomly assigned to play one of the four versions of the game. After thirty minutes of play, results suggest that providing players with a choice of non-player character from whom to receive feedback results in significantly higher learning outcomes and desire to continue playing compared to a non-choice condition. Comparisons between informative and elaborative feedback did not influence student any of the dependent variables. The theoretical and practical implications of these findings are discussed within the context of educational game design and research. Read more
Turkay, S., Adinolf, S. & Tirthali, D. (2012).
Collectible card games as learning tools. Procedia - Social and Behavioral Sciences, 46, 3701–3705.
This paper will present powerful aspects of collectible card games (CCGs) and what these games might bring to a learningecology by examining how CCGs stimulate creativity, cognition, and logical reasoning, and how these elements could aid playerssynthesizing knowledge, and develop skills that might be difficult to teach in a classroom setting. We will also present some keyfindings and implications of a survey study about CCGs that we conducted with players of a multi-player CCG (N = 365), Vampire the Eternal Struggle (VTES). We will conclude with recommendations for future studies on this topic. Read more
Turkay, S. & Adinolf. S. (2012).
What do players (think they) learn in games? Procedia - Social and Behavioral Sciences, 46, 3345–3349.
The goal of this study is to contribute to the growing literature on games and learning. We will discuss results from anexploratory study where we asked gamers’ opinions about learning in games. The data was collected as part of a larger surveystudy on a variety of topics about games (N = 769). Four themes emerged from the data: 1) players learn about and from gamemechanics, 2) players learn from game narratives, 3) players learn from each other, and 4) players learn by becoming interestedin an in-game topic and expand their knowledge by studying outside resources. Read more
Turkay, S., Kinzer, C., Hoffman, D., Gunbas, N. & Nagle, C. (2010).
A snapshot on youths’ activities on online gaming forums: Internet and informal learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 3987–3992). Chesapeake, VA: AACE.
The goal of this study is to contribute to the growing literature on youths’ practices in online environments. Specifically, this paper presents preliminary results from an ongoing survey study that is collecting data on youths’ practices in online gaming forums in the framework of informal learning. We surveyed 113 youths ages between 10 and 15. Wegner’s (1998) model of communities of practices was chosen to examine and frame the interpretation of results. Analysis indicates that learning about games is the main reason youths revisit gaming forums; having discussions about games and helping new players are the two most popular practices in gaming forums. Our findings indicate that youth indeed engage in literacy practices in gaming forums and the structures of forums encourage the emergence of communities of practices. Read more
Zhou, Z. & Turkay, S., Hoffman, D., Paek, S.(2009).
Reflective Adaptability of Chinese and American Students in a Mathematics Video Game, Proceedings of Educational Technology Conference. New York, NY.
This study proposes Chinese elementary students have stronger ability in solving novel mathematics problems than the American peers as a consequence of receiving more effective classroom instructions. An experiment was conducted to compare how students in the two countries improved their problem-solving efficiency in a mathematics videogame,with the prediction that Chinese students adapted faster to the novel problem than American students. Read more
Hoffman, D., Paek, S., Zhou, Z. & Turkay, S. (2009).
Gender differences in a dance-based math game. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 2545-2550). Chesapeake, VA: AACE.
This presentation introduces a dance-based video game about math and reports on the differences between male and female students in terms of how they play and react to the game. Working with elementary students, researchers examined three areas for differences between genders: game performance, game motivation, and math motivation. For game performance, male students scored significantly higher and chose faster in-game speeds. In terms of game motivation, female students reported significantly less perceived competence when playing the game. Lastly, game play did not influence the math-specific motivations of the male students. However, the female students reported significantly lower ability beliefs after playing the game and significantly less task difficulty. The presentation concludes with recommendations for game designers and educators aiming to improve academic motivation through the use of educational video games.

Possibilities of Virtual Worlds

Okita, S.Y., Turkay, S., Kim, M. & Murai, Y. (in press).
When observation beats doing: Learning by teaching with virtual peers and the effects of technological design choices on learning. Computers and Education.
Advancements in technology have brought about new forms of learning and online instruction that allow communication through virtual representations without physically meeting in person. This study builds on previous work involving recursive feedback that tests the hypothesis that an important facet of learning-by-teaching is the opportunity to watch one's pupil perform. Sixty graduate students examined the value of recursive feedback that occurred when tutors observed their pupil subsequently apply what they had been taught. The study took place in the virtual environment Second Life where adults tutored another adult about human biology through their virtual representations. The tutors who observed their pupil avatar interact with an examiner exhibited superior learning relative to several control conditions that included learning-by-teaching elements but not recursive feedback. The second study examined the effect of popular design choices on recursive feedback during learning-by-teaching (e.g., customization, look-alike features). The customization condition involved tutoring a pupil avatar that the participant customized prior to the study and observing the pupil avatar answer questions. The doppelgänger look-alike condition involved tutoring a pupil avatar that looked like the participant and observing the pupil avatar answer questions. Results showed that conscious awareness of look-alike features and the extent to which one customizes the pupil avatar influences learning. Read more
Turkay, S. (2010).
Student engagement and attitude change towards science when learning with a virtual world based curriculum: A case study. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 248–257). Chesapeake, VA: AACE.
The purposes of this case study were to examine if a virtual world based science curriculum can change students’ attitudes toward science and science related careers, and to identify challenges during the development and implementation of this curriculum. The Science through Second Life (StSL) curriculum is an innovative project that aims to create an engaging learning environment for high school students using the virtual world Second Life and other applications in the larger Internet ecology. The StSL was developed, prototyped, and implemented by Global Kids Inc., a non-profit organization based in New York. Data was collected from 19 freshman high school students (10 female, 9 male) during a semester through classroom observations, pre- and post-surveys, and semi-structured interviews. Data analysis revealed that more students considered having a science related career after participating in the StSL curriculum, and many reported having a better understanding of how scientists think and work.
Turkay, S. & Tirthali, D. (2010).
Youth leadership development in virtual worlds: A case study. Procedia - Social and Behavioral Sciences, 2(2), 3175-3179.
This paper discusses the impact of ‘The Dream It. Do It Initiative’ (D.I.D.I.), an informal learning program implemented in Teen Second Life (TSL), on leadership development. We found support for using TSL as a venue for leadership exploration.Specifically, we found that venturers became aware of the community issues in these worlds; they gained leadership skills such as teamwork, determination, and responsibility; and they learned how to use their mistakes to improve their projects. We conclude that virtual worlds, as “places for engagement”, can indeed be used to help youth explore their leadership potential with support from parents and educators. Read more
Turkay, S. & Tirthali, D. (2009).
Effectiveness of using virtual worlds to promote youth change-making. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 1069-1074). Chesapeake, VA: AACE.
This paper evaluates a program to promote youth change-making by using 3D virtual worlds as sandboxes to experiment with social initiatives. ‘The Dream It. Do It Initiative’ inspires youth teams to design and launch lasting social ventures, enabling them to have the transformative experience of leading positive social change. It was found teens that were able to take advantage of affordances of virtual world became more engaged throughout their venture process. These affordances include accessibility, social nature, multimodality, avatar based nature, user created, low risk taking, workability with web 2.0 technologies and Internet resources. Many other media lack these affordances and do not provide an embodied experience of social entrepreneurship. By taking advantage of these affordances, leadership and entrepreneurship becomes a by-product of the environment. However, for such ventures to be successful, parents and teachers should also be aware of the potential and support teens through their progress of change-making.

Game Experience

Turkay, S. (in preparation).
Customization as a way of user control for engagement in massively multiplayer online games: Self-determination theory in action. (Doctoral Dissertation). Teachers College, Columbia University.
My recent work occupies the intersection of learning sciences, motivation research, and human-computer interaction. My major question concerns how to design personalized interactive environments; specifically those that will facilitate collaborative learning and problem solving by utilizing current and evolving communication media and technologies. I study choice and effects of choice as vehicles to understanding users’ dynamic relationships with new media. By using a well-validated framework, Self-Determination Theory, my dissertation study sheds light on the qualities that lead to sustained engagement within multiplayer online games. It posits how these qualities, when highlighted, can inform the development of new learning environments. I studied the effects of a design principle, namely affordances leading to customization choices, on players’ behavior in relation to engagement, motivation and subjective experiences such as identification and valence in complex multiplayer game play. Through multiple quantitative and qualitative procedures and measures that include eye tracking data, interviews, observations, and in-game user interactions, my results indicate that different types of customization effect users' sense of autonomy and learning over time in differing magnitudes.
Turkay, S. (2012).
User experiences with avatar customization in Second Life and Lord of the Rings Online. In Proceedings of 4th Annual Teachers College Educational Technology Conference, New York, NY.
This paper will present an exploratory study on users’ experiences with avatar customization tools in two different virtual worlds: a social virtual world, Second Life and a massively multiplayer online role playing game (MMORPG), Lord of the Rings Online (LotRO). Preliminary findings highlight fundamental differences in participants’ engagement in avatar creation and experience with the tools. Read more
Adinolf. S. & Turkay, S. (2011).
Controlling your game controls: Interface and customization. In C. Steinkuehler, C. Martin, & A. Ochsner (Eds.), Proceedings of the Games, Learning, and Society Conference: Vol. 1 (pp. 23–32).Pittsburgh PA: ETC Press.
A game's interface is where players communicate with the game, so it has intrinsic importance to players. As player interactions in a game get more advanced, so does the complexity of the game interface. Massively Multiplayer Online game (MMO) interfaces are at the top of the complexity pyramid as they can display plentiful information such as character skills, stats, maps, chat windows. As the interface gets more complex, so does the merits of customizable interfaces. This paper reports results from a study which investigated the importance of interfaces and interface customization for MMO players using an online mixed method survey. Results validate that interface quality is important for players and interface customization is a desirable feature for player engagement and motivation to play MMOs. Further results are discussed in the paper. Read more
Turkay, S. & Adinolf, S. (2010).
Enjoyment of customization in multi user online games: A survey study with World of Warcraft and City of Heroes/Villains players. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 592–601). Chesapeake, VA: AACE.
Massively Multiplayer Online games (MMOGs) have been a new venue of entertainment where millions players from anywhere in the world share virtual environments and shape their experiences. One might wonder what makes these virtual spaces so enjoyable to people from different demographics. This paper aims to examine the ability to customize as a factor for MMOGs players’ enjoyment, and to capture players’ reasons for specific game customizations, and investigate differences in gender, player experience in these areas. To do so, we conducted an online survey with players of popular MMOGs, World of Warcraft and City of Heroes/Villains (n = 456). Findings are discussed throughout the paper. Read more
Turkay, S., & Adinolf, S. (2010).
Free to be me: a survey study on customization with World of Warcraft and City Of Heroes/Villains players. Procedia - Social and Behavioral Sciences, 2(2), 1840-1845.
While large amounts of resources are put into making games engaging, little is known about the effect of specific game featuressuch as customization. This study is part of a larger research which focuses on the effect of customization on user motivation,enjoyment and engagement. The goals of this exploratory survey study were to investigate the importance of customization onplayers’ enjoyment and motivation to play, and the effectiveness of different forms of customizations on enjoyment andmotivation. We also aimed to capture players’ reasons for specific game customizations, and investigate differences in gender,player experience in these areas. Read more

Collectible Card Games (CCGs)

Adinolf, S., Turkay, S., & Tirthali, D. (2012).
In torpor, not dead: A look at a collectible card game that sticks around. In K. Squire, C. Martin, & A. Ochsner (Eds.), Proceedings of the Games, Learning, and Society Conference: Vol. 2. Pittsburgh PA: ETC Press.
Vampire: The Eternal Struggle (VTES) is a multiplayer Collectible Card Game (CCG). Being one of the first CCGs released in the mid-1990s, VTES has survived going out of print twice. An active community still plays and supports the game. This paper examines the history, the community, and the factors that may have kept the game strong over eighteen years. The paper also aims to capture players’ reactions to the game going out of print and publisher stopping support for the second time. Quantitative and qualitative data was collected from multiple resources: online survey, interviews, and observations. Preliminary analysis revealed that the community involvement is multilayered and encouraged by the game mechanics. While complex multiplayer game mechanics require interaction among players and foster community creation, it also intimidates new players joining the community. After examining the preliminary results, we will briefly discuss implications for community building. Read more
Turkay, S., Adinolf, S. & Tirthali, D. (2012).
Collectible card games as learning tools. Procedia - Social and Behavioral Sciences, 46, 3701–3705.
This paper will present powerful aspects of collectible card games (CCGs) and what these games might bring to a learningecology by examining how CCGs stimulate creativity, cognition, and logical reasoning, and how these elements could aid playerssynthesizing knowledge, and develop skills that might be difficult to teach in a classroom setting. We will also present some keyfindings and implications of a survey study about CCGs that we conducted with players of a multi-player CCG (N = 365), Vampire the Eternal Struggle (VTES). We will conclude with recommendations for future studies on this topic. Read more
Adinolf. S. & Turkay, S. (2011).
Collection, creation and community: A discussion on collectible card games. In C. Steinkuehler, C. Martin, & A. Ochsner (Eds.), Proceedings of the Games, Learning, and Society Conference: Vol. 1 (pp. 3–12).Pittsburgh, PA: ETC Press.
Collectible or Trading Card Games (CCGs or TCGs) are enormously popular. They achieve numbers of players normally associated with online digital games. Yet they are sparsely researched and rarely utilized in the growing field of games and learning. This paper aims to present the motivational and powerful aspects CCGs and start a discussion on what these games can potentially bring to a learning ecology. While doing so we will also present preliminary results from a mixed method survey study with a multiplayer CCG, Vampire the Eternal Struggle (V:TES). Read more