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Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience
ARTICLE

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Electronic Journal of e-Learning Volume 10, Number 2, ISSN 1479-4403

Abstract

The goal of this study is to gain insight into the effects of context on educational game experience. Using a quasi-experimental setup, it compares the playing and learning experiences of adolescent players of the awareness-raising game PING in a domestic (N=135) and a school (N=121) context. Results indicate that both gaming (identification, enjoyment) and learning experiences are more intense in a home compared to a school context. However, all of the variance in gaming and part of that in learning experience are caused by longer playing times and better computer equipment. Moreover, the overall impact of context on perceived learning is significantly smaller than that of other experiential factors such as identification and enjoyment. Thus context should be considered as a significant yet relatively small determinant of learning experience. (Contains 1 table.)

Citation

De Grove, F., Van Looy, J., Neys, J. & Jansz, J. (2012). Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience. Electronic Journal of e-Learning, 10(2), 199-208. Retrieved December 15, 2019 from .

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