Work-in-Progress—Learners’ Interaction with Task Narratives for Math Problem-Solving in Game-Based Learning

The purpose of this work-in-progress paper is to explore the learners' interactions with task narratives in a Game-Based Learning (GBL) environment for math problem-solving. We present a qualitative case study to demonstrate how the learners interact with task narratives in a GBL environment for math problem-solving. Three preliminary patterns were identified: (1) narrative immersion mediated math problem-solving; (2) task narratives and the game world afforded cognitive connection for math problem-solving; (3) narrative structure influenced math problem-solving. Implications and future directions are discussed.