Learning Strategies in Play during Basic Training for
Medal of Honor and Call of Duty Video Games



This study, based on experiential play methodology was used to explore student engagement while playing Medal of Honor (2002) and Call of Duty (2003). It identifies some of the key issues related to the use of video games and simulations during the training phase of game play. Research into the effects of gaming in education has been extremely widely varied and limited in terms of the methodological rigor incorporated. An Experiential Mode Framework (EMF), a newly designed micro-analysis methodology of student engagement during game play (Appelman 2005 & 2007b), was used for data collection and analysis. This study sought to determine if there is a consistent pattern between the manner in which a Novice and Expert player engage with a particular game. This was accomplished through observation at a micro level while players learned, strategized, and performed as they entered into new gaming environments.  The results of this study are limited.  However, the data analysis conducted here demonstrates the player’s ability to problem solve through difficult obstacles using navigational strategies in virtual spaces. It also reveals distinct player abilities to manipulate alternatives or information within the game. Medal of Honor and Call of Duty training components provided explicit instructions needed to play the game. Although results were skewed by time constraints and convenient sampling, it was found that while the game instructions were redundant, some players did not necessarily attend to spoken or written instructions which were critical components of the training session and often crucial for successful completion of milestones (objectives). This book is available at Barnes & Noble.




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Written by Yadi Ziaee   
Tuesday, 25 August 2015


CEO and Senior Editor of Digital Immersive Community

Yadi Ziaee

Assistant Professor, Athens State University, Athens AL.  Department of Professional Studies in Education

Research on the Contributing Factors and Strategies applied in video games, virtual 3D environments, Universal Design for online learning, Human Computer Inter-action, Experiential and Blended learning to promote engagement and meaningful learning.

Ph.D. from Department of Instructional Systems Technology, Indiana University, Bloomington, School of Education.

Co-researcher at Indiana University Virtual Xperience Lab (VXLab). Senior Instructional Designer and Faculty Development Consultant.  While his research is mainly conducted in the laboratory environments, he has also provided technology consultation for Business and Industrial training for over fifteen years. His research interests lie with the effective integration of technology into classrooms K-16.

Editor in Chief

Robert Appelman, Ph.D.    Indiana University at Bloomington.

drBOB Appelman, Director at Indiana University Virtual Xperience Lab, School of Education, Bloomington, IN 47405


Sonny Kirkley, Ph.D.  Information In Place and Indiana University at Bloomington  

Editorial Review Board

Robert Appelman, Ph.D. Indiana University, Bloomington, Indiana

Ingrid Graves, Ph.D. Teacher of English ELS Center

James Gentry, Ed.D. Tarleton State University

Jamie Kirkley, Ph.D. Indiana University, Bloomington, Indiana

Sonny Kirkly, Ph.D. Indiana University, Bloomington

Yadi Ziaee. Ph.D. Indiana University, Bloomington, and Faculty at Athens State University


Web Managers

 Chris Borland, Ingrid Graves, and Yadi Ziaee


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