Integrating information from multiple sources of information to solve problems is known to be difficult and therefore has been the target of considerable research. Interest is established as an important variable in reading comprehension, however, few studies have examined the role of interest specifically in multiple source integration for problem solving tasks. Digital game-based learning environments (GBLEs) are often designed to increase student interest and engagement in learning and therefore provide a unique and largely unexplored opportunity to support learners’ multiple source integration. We examined the role of interest in students’ integration of multiple sources through a digital classroom-based problem-solving activity that incorporated narrative and characters from Missions with Monty, an established digital GBLE known to increase students’ science literacy and comprehension monitoring.

Missions with Monty includes approximately six weeks of science curriculum. Teachers implement this GBLE within their classroom instruction. Within the game, students engage with multiple text passages and additional sources, including texts, diagrams, graphs, and pictures as they learn science content. In this study students did not complete the full game, instead we specifically designed a gamified problem solving activity that targeted 3 passages from Missions with Monty and included game narrative and characters. Students’ interest was measured both with an interest in science item and six perceived interest items relative to the game activity. Student performance was measured on an integration problem solving task and ranged from 0-9. Students’ learning from the passages was measured as overall passage performance on 15 multiple-choice items across passages. Value of science was measured by utility and task value items. General science knowledge was measured by ten released items from the TIMMS relevant to the content of the game activity. We hypothesized that those students with interest in science would value the learning activity and would demonstrate better passage and game performance, and that interest in science would relate to interest in the game. We also predicted that interest in science would be related to prior science knowledge, which would be related to passage performance and game performance.

Grade 5 students (n=99) in the Czech Republic participated in the study during class time. Students completed the activity in approximately 45 minutes. Our hypotheses were partially supported. As anticipated interest in science was related to value of science and value of science was related to interest in the game. Unexpectedly, interest in science was not an indicator of interest in the game nor passage or game performance. As anticipated, interest in the game was a predictor of game performance. Prior science knowledge was related to interest in the game and also passage performance, but unexpectedly, was not related to game performance.

Overall findings from this study reinforce the important role of interest in learning from GBLE. Largely previously unexplored, GBLE also provides unique contexts to support students’ integration of multiple sources of information for problem solving. Given integration is an essential skill, and that students struggle to effectively integrate multiple sources, research should continue to examine how GBLE can provide contexts for integrated problem solving.

Keywords: GBLE, problem-solving, interest, elementary education.