Learning through Playing: The Relationship between Learning Outcomes and Experiences

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Authors

Meng-Tzu Cheng, TzuFen Su, Wei-Yu Huang, Jhih-Hao Chen, Li-Ying Liu, National Changhua University of Education, Taiwan

EdMedia + Innovate Learning, Jun 24, 2013 in Victoria, Canada ISBN 978-1-939797-03-2

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• Proceedings Book

Abstract

This study reports on the development of a serious educational game (SEG) entitled HUMUNOLOGY and empirically and preliminarily examines student perceptions toward the use of HUMUNOLOGY and learning outcomes. A total of 65 Taiwanese middle school students participated in this study and a quasi-experimental approach with a one-group pretest/posttest research design was used. These students learned through playing HUMUNOLOGY for two weeks. The results of the paired t test shows that after using HUMUNOLOGY, students performed significantly better on knowledge assessment than pretest (t=-8.21, p<0.01), implying students did learn from playing HUMUNOLOGY. Moreover, the results of the pretest, perceived ease of use, as well as peer learning and help-seeking behaviors were the three positive variables of predicting a student’s learning achievement on the posttest. The only negative one was perceived playfulness.

Citation

Cheng, M.T., Su, T., Huang, W.Y., Chen, J.H. & Liu, L.Y. (2013). Learning through Playing: The Relationship between Learning Outcomes and Experiences. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1882-1888). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/p/112225.

© 2013 AACE