Abstract
Serious games are composed of three components, namely, learning contents, learning strategies, and game elements. To emphasize the significance of game elements on learning effectiveness in serious games, this study proposed a design pattern for courses of serious games, based on serious game courses which addressed the endocrine unit for students in the seventh grade. Since the courses were first developed and put to use three years ago, the courses have been implemented and modified many times. The courses adopted in this study were the fifth version. Employing a quasi-experimental research design, an experiment of two-week courses was organized in three groups, namely the traditional instruction group, the serious game group, and the low playability game group, which used courses with less playabilities modified on the basis of serious games. A total of 234 students participated in this research. The research instruments included achievement test. The results showed that serious game courses with sufficient playabilities outperformed the low playability group and traditional group in both the achievement test, indicating that playability was an important factor influencing the effectiveness of serious game courses. Additionally, with respect to the categorical variables, gender differences had no significant influence over serious game courses. Learning background had no significant influence on the outcome of achievement test of the serious game group.
| Original language | English |
|---|---|
| Pages | 459-466 |
| Number of pages | 8 |
| Publication status | Published - 2012 Jan 1 |
| Event | 20th International Conference on Computers in Education, ICCE 2012 - Singapore, Singapore Duration: 2012 Nov 26 → 2012 Nov 30 |
Other
| Other | 20th International Conference on Computers in Education, ICCE 2012 |
|---|---|
| Country | Singapore |
| City | Singapore |
| Period | 12-11-26 → 12-11-30 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education
Cite this
}
A comparison of learning effectiveness among serious games with varying degrees of playability. / Yang, Ching Sheng; Lin, Shu Hua; Wang, Kuo Hua.
2012. 459-466 Paper presented at 20th International Conference on Computers in Education, ICCE 2012, Singapore, Singapore.Research output: Contribution to conference › Paper
TY - CONF
T1 - A comparison of learning effectiveness among serious games with varying degrees of playability
AU - Yang, Ching Sheng
AU - Lin, Shu Hua
AU - Wang, Kuo Hua
PY - 2012/1/1
Y1 - 2012/1/1
N2 - Serious games are composed of three components, namely, learning contents, learning strategies, and game elements. To emphasize the significance of game elements on learning effectiveness in serious games, this study proposed a design pattern for courses of serious games, based on serious game courses which addressed the endocrine unit for students in the seventh grade. Since the courses were first developed and put to use three years ago, the courses have been implemented and modified many times. The courses adopted in this study were the fifth version. Employing a quasi-experimental research design, an experiment of two-week courses was organized in three groups, namely the traditional instruction group, the serious game group, and the low playability game group, which used courses with less playabilities modified on the basis of serious games. A total of 234 students participated in this research. The research instruments included achievement test. The results showed that serious game courses with sufficient playabilities outperformed the low playability group and traditional group in both the achievement test, indicating that playability was an important factor influencing the effectiveness of serious game courses. Additionally, with respect to the categorical variables, gender differences had no significant influence over serious game courses. Learning background had no significant influence on the outcome of achievement test of the serious game group.
AB - Serious games are composed of three components, namely, learning contents, learning strategies, and game elements. To emphasize the significance of game elements on learning effectiveness in serious games, this study proposed a design pattern for courses of serious games, based on serious game courses which addressed the endocrine unit for students in the seventh grade. Since the courses were first developed and put to use three years ago, the courses have been implemented and modified many times. The courses adopted in this study were the fifth version. Employing a quasi-experimental research design, an experiment of two-week courses was organized in three groups, namely the traditional instruction group, the serious game group, and the low playability game group, which used courses with less playabilities modified on the basis of serious games. A total of 234 students participated in this research. The research instruments included achievement test. The results showed that serious game courses with sufficient playabilities outperformed the low playability group and traditional group in both the achievement test, indicating that playability was an important factor influencing the effectiveness of serious game courses. Additionally, with respect to the categorical variables, gender differences had no significant influence over serious game courses. Learning background had no significant influence on the outcome of achievement test of the serious game group.
UR - http://www.scopus.com/inward/record.url?scp=84896346080&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84896346080&partnerID=8YFLogxK
M3 - Paper
AN - SCOPUS:84896346080
SP - 459
EP - 466
ER -