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3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum


Turkish Online Journal of Educational Technology Volume 12, Number 2, ISSN 1303-6521


The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning achievement. A quasi-experimental design is based on the ARCS Theory (Attention, Relevance, Confidence, and Satisfaction) to investigate the effectiveness of game-based learning strategy in 3-dimension virtual reality scenario. The students are randomly assigned into two groups for quasi-experimental design. In game-based learning, the curriculum content is mapped into the game to provide a scenario learning environment. After implementation of quasi-experimental design, the pre-test and post-test results shown that 3D game-based learning system with software engineering curriculum could achieve a better learning achievement and motivation than using traditional instruction. The statistical test displayed that learning motivations of students have significant impact on learning achievement, and learning achievements of students with game-based learning are better than those who use traditional face-to-face teaching. After re-checked the questionnaire, this paper finds that game-based learning challenging and attractiveness can lead to learners' curiosity and immersion in learning activity. And the results show that 80% students are satisfaction, and 83% students are confidence for the course learning after use the game-based learning system. Lastly, the research results could provide to related educators as references. (Contains 8 figures and 3 tables.)


Su, C.H. & Cheng, C.H. (2013). 3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum. Turkish Online Journal of Educational Technology, 12(2), 1-12. Retrieved December 16, 2019 from .

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