Is Learning Relative? Exploring Student Learning in a Special Relativity Digital Game Case Study

The purpose of this embedded single case study was to explore how undergraduate students learn special relativity theory in a digital game at Midwest College. The theory guiding this study was Sweller’s cognitive load theory as it applies to how students learn in a digital game environment. The central research question was: How do students learn special relativity theory in a digital game environment? I conducted a qualitative embedded single case study at a small liberal arts college in the Midwest under the pseudonym of Midwest College. Purposive and criterion sampling was used to select participants. This embedded case study included data from 12 individual interviews composed of faculty and undergraduate physics students along with a focus group of six Esports players. Direct observations were conducted during gameplay. After the data from these participants had been collected, it was analyzed using pattern matching to create coherent themes for the study. The themes that emerged from the data were exploratory game style, level designs impacted understanding of special relativity theory, and promising game to teach special relativity theory. The results from this study were that the exploratory game design increased game flow, but players found it distracting and frustrating leading to an increase in extraneous cognitive load. The game’s concrete visualizations helped students understand the principles of relative motion and object contraction. In addition, the game’s novel design created an overall positive learning experience for the participants. These findings will contribute to the literature concerning special relativity education and educational digital games by filling a gap in understanding how students learn special relativity theory in a digital game environment.