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Effects of Instructional Support in Game-based Learning: An Analysis of Educational Games from Design and Application Perspectives
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, Fulton County Board of Education, United States ; , University of Georgia, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explored how educational games and instructional support impacted students’ enjoyment, academic achievement, and motivation in game-based learning of math-related concepts. No significant differences were found between groups with or without instructional support on students’ game enjoyment. A statistically significant interaction existed between game treatment and instructional support on academic achievement. Finally, a significant main effect for game treatment on participants’ motivation was found but only for the second of three treatment sessions. In general, the use of educational games and instructional support did not influence students’ game enjoyment, achievement, and motivation. Internal contexts of game-based learning such as structural, dramatic, and instructional elements may impact players’ game experience at a certain degree, but the determining factors that influence game enjoyment, academic achievement, and motivation lie in the game balance of all elements in dynamic interactivities and the sociocultural contexts of a game.

Citation

Liu, Y. & Rojewski, J. (2013). Effects of Instructional Support in Game-based Learning: An Analysis of Educational Games from Design and Application Perspectives. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 43-50). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 26, 2019 from .

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