Foundation for measuring engagement in educational games
Download
1 / 16

Foundation for Measuring Engagement in Educational Games - PowerPoint PPT Presentation


  • 92 Views
  • Uploaded on

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.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Foundation for Measuring Engagement in Educational Games' - bert-beck


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
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.


ad