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Pedagogical Impact of Daily Game Playing in Online Courses
PROCEEDINGS

, , Morehead State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Past research finds that students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive. As a result educators in the digital age look at devising innovative methods to increase the interest and involvement of online students. This study presents a daily game played by 428 students enrolled in 17 business marketing classes. The game proved to be an effective strategy to integrate course material and positively influence student learning motivations. Results showed a clear and strong relationship between students' participation in the daily game and learning outcomes and course engagement. Instructors can adapt this online game to any course topic to create an effective learning environment for peer interaction, for learning motivation and for course-directed learning interest.

Citation

Henderson, K. & Lyons, B. (2012). Pedagogical Impact of Daily Game Playing in Online Courses. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 181-185). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 5, 2022 from .