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Foundation for Measuring Engagement in Educational Games. Presenter: Che-Yu Lin Advisor: Min-Puu Chen Date: December 1,2008. Kristian , K., & Timo, L. (2008). Foundation for Measuring Engagement in Educational Games . Journal of Interactive Learning Research , 19 (3), 469–488.

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foundation for measuring engagement in educational games

Foundation for Measuring Engagement in Educational Games

Presenter: Che-Yu Lin

Advisor: Min-Puu Chen

Date: December 1,2008

Kristian, K., & Timo, L. (2008). Foundation for Measuring Engagement in Educational Games. Journal of Interactive Learning Research, 19(3),469–488.

introduction 1 3
Introduction(1/3)
  • It appears that educational games are seen as

being magic new tools that will solve the problems of computer assisted learning.

  • Examination of typical educational games indicates that games are primarily used as tools for supporting the practice of factual information transmission in education.
  • If educational games are developed without an appropriate pedagogical basis, the investments may be considered wasted.
introduction 2 3
Introduction(2/3)
  • The field of educational technology lacks research on:

- how to design game environments that foster knowledge construction

- deepen understanding and problem-solving while being engaging and entertaining at the same time

  • The main purpose of this paper is to validate the flow antecedents included in the experiential gaming model and to test a constructed GameFlow questionnaire.
introduction 3 3
Introduction(3/3)
  • The main purpose of the present study is to test two hypotheses derived from the experiential gaming model.

- all the flow antecedents included in the model would have positive effects on the flow experience

- the flow experience has a positive impact on learning and exploratory behaviour

foundation
Foundation
  • Aflow theory (Csikszentmihalyi, 1991) that provides a universal model of enjoyment.
  • Experiential Gaming Model (modified from Kiili, 2005a)

- experiential learning (Kolb, 1984)

- constructivism (Phillips, 1995)

  • Malone’s motivation theory (1981)

- challenge

- curiosity

- control

- fantasy

experiential gaming model
Experiential Gaming Model

設計方式

設計循環

學習者需求

遊戲循環

methods 1 2
Methods(1/2)
  • Participants (N = 92) were the students of Turku School of Economics.
  • The age of the participants varied between 20-30 years.
  • RealGame business simulation game (BioCounter Ltd).
  • The GameFlow questionnaire, using 5-point Likert-type response format, can be divided into three parts.
methods 2 2
Methods(2/2)
  • The reliability of the questionnaire was calculated using Cronbach’s alpha estimates.
  • RealGame was played twice with each of the student groups.

- introductory

- a short pre-assignment

results 1 4
Results(1/4)

General experiences about RealGame

  • The gaming experience was perceived as being intensive, interesting, motivating as well as engaging, and immersive.
  • Most of the players felt that the gaming session was too short and they would like to play RealGame again in the future.
results 2 4
Results(2/4)

Reliability of the GameFlow Questionnaire

results 3 4
Results(3/4)

Examining the Connection between Flow Antecedents and Flow State

results 4 4
Results(4/4)

Examining the Connection between Flow State and Flow Consequences

  • Results indicate that there was a loose positive connection between flow experience and learning.(r=.29; p=.005)
  • It is noteworthy that in this study, learning was not directly measured, but was examined by asking participants’ feelings about learning.
  • The results indicate that there was a loose positive connection between flow experience and exploratory behaviour.(r=.24; p=.024)
conclusions 1 2
Conclusions(1/2)
  • The constructed GameFlow questionnaire needs to be further developed and validated with larger sample sizes.(challenge, goals, gamefulness and exploratory behaviour)
  • Provide some base line evidence about the positive relationship between flow experience and learning.
  • Educational games should stretch a player’s mind to its limits in an effort to overcome worthwhile challenges.
conclusions 2 2
Conclusions(2/2)
  • Flow inducing studying activities are not done with the expectation of some future benefit, but simply because the playing of an educational game is itself the reward.
  • The measurement of flow is important in the game development process because it provides a means for designing game elements that support learning with games.
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