Effects of Touch-type Online Educational Games on Learners’ Learning Motivations

Abstract

With the advancement of science and technology, electronic devices are more extensively popularized, and students are being exposed to touch-type online at an early age, thus promoting the digitalization of children’s education and contributing to the proliferation of learning resources. Touch-type educational games emphasize learning autonomy, integrate teaching knowledge contents with games, and highlight that when using educational games, learners can obtain immediate and real feedback and identify learning and game objectives, thereby intensifying their learning. In this study, a questionnaire regarding the effect of touch-type online game education on learners’ learning motivations was designed on the basis of educational game theory. The mediating role played by learning immersion between the two was also measured. Results show that the overall Cronbach α coefficient is 0.825, the KMO value is 0.688, and the corresponding P value of Bartlett sphericity test is 0.0. In touch-type online game education, multi-organ sensing, touch gesture, and multi-hotspot response significantly affects learners’ learning motivations. Learning immersion exerts a masking effect on teachers’ initiatives in promoting learning motivations. The proportion of touch games play during class hours has different effects on learning motivation (p=0.020<0.05). The findings are critical for investigating the effects of touch interaction models on learners’ learning motivations, developing a set of evaluation indexes for educational game learning accessibility, and perfecting their evaluation methods.

Can ChatGPT Match the Experts? A Feedback Comparison for Serious Game Development

“…Keeping the game simple leads to successful adoption results [12]. Touch-type educational games significantly improve learning motivation [29]. To accommodate these principles, the present study used a touch-based mobile educational game based on bird recognition and memorization.…”

El tacto en las tareas físicas artístico-expresivas en la formación de maestros/ as de Educación Física

“…En definitiva, todos estos resultados confirman la necesidad de seguir investigando en los problemas afectivos derivados del tacto en las situaciones motrices (Salgado, 2020), y plantean incluir la pedagogía del tacto en el sistema educativo (Stamatis y Kontakos, 2008;Stamatis, 2011;Wang, 2023) a pesar del distanciamiento social promovido por la socialización (Bilbeny, 1997), y es que las situaciones motrices con contenido sociocultural desarrollan habilidades sociales (Gil-Madrona et al, 2020). El tacto interpersonal juega un papel primordial para el bienestar emocional (Field, 2001) y activa los factores neuropsicológicos que contribuyen a generar escenarios psicológicos saludables (Stamatis, 2011).…”

“…Son varias las investigaciones que plantean la necesidad de incluir la pedagogía del tacto en el sistema educativo (Wang, 2023), sobre todo en los primeros años (Stamatis, 2011;Stamatis y Kontakos, 2008). A pesar de los datos que demuestran que el tacto ejerce una influencia positiva en la comunicación interpersonal docente-discente, son muchos los docentes que parecen evitar tocar o ser tocados por los niños/as.…”

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