Experiential Learning in Social Science Theory: An investigation of the relationship between student enjoyment and learning

Blunsdon, Betsy; Reed, Ken; McNeil, Nicola; McEachern, Steven

doi:10.1080/0729436032000056544

Cited by 50 publications

(37 citation statements)

References 8 publications

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“…The performance-oriented requirement is implicit: in order to enable the functional effect that they are designed for, serious games and learning environments must ensure that user performance, generally defined as how well users complete tasks, be of a certain, high degree (1) . On the other hand, enjoyment is also important because users are more likely to play serious games if they are enjoyable (5) and enjoyment also results in a more positive learning outcome (6)(7)(8) . The methods used to sustain performance and enjoyment in serious games can be broadly divided into two categories.…”

Section: Introductionmentioning

confidence: 99%

The effect of different difficulty adaptation strategies on enjoyment and performance in a serious game for memory training

Nagle¹,

Novak

Wolf³

et al. 2014

2014 IEEE 3nd International Conference on Serious Games and Applications for Health (SeGAH)

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Objective: The goal of this study was to evaluate two kinds of difficulty adaptation techniques in terms of enjoyment and performance in a simple memory training game: one based on difficultyperformance matching ("task-guided") and the other based on providing a high degree of control/choice ("user-guided"). Methods: Performance and enjoyment are both critical in making serious games effective. Therefore the adaptations were based on two different approaches that are used to sustain performance and enjoyment in serious games: 1) adapting task difficulty to match user performance by leveraging the theories of zone of proximal development and flow, thus maximizing performance that can then lead to increased enjoyment and 2) providing a high degree of control and choice by using constructs from self-determination theory, which maximizes enjoyment, that can potentially increase performance. 24 participants played a simple memory training serious game in a fully randomized, repeated measures design. The primary outcome measures were enjoyment and performance. Results: Enjoyment was significantly greater in user-guided (p < 0.05), whereas performance was significantly greater in taskguided (p < 0.05). Conclusion: The results suggest that a trade-off between maximizing performance and maximizing enjoyment could be achieved by combining the two approaches into a "hybrid" adaptation mode that gives users a high degree of control in setting difficulty, but also advises them about optimizing performance.Other titles: O efeito de diferentes adaptações de dificuldade em estratégias de diversão e performance em serious games para trieno de memória El efecto de diferentes adaptaciones de dificultades en estrategias de diversion y performance en serious games para entrenamiento de memoria ABSTRACTObjective: The goal of this study was to evaluate two kinds of difficulty adaptation techniques in terms of enjoyment and performance in a simple memory training game: one based on difficulty-performance matching ("task-guided") and the other based on providing a high degree of control/choice ("user-guided"). Methods: Performance and enjoyment are both critical in making serious games effective. Therefore the adaptations were based on two different approaches that are used to sustain performance and enjoyment in serious games: 1) adapting task difficulty to match user performance by leveraging the theories of zone of proximal development and flow, thus maximizing performance that can then lead to increased enjoyment and 2) providing a high degree of control and choice by using constructs from self-determination theory, which maximizes enjoyment, that can potentially increase performance. 24 participants played a simple memory training serious game in a fully randomized, repeated measures design. The primary outcome measures were enjoyment and performance. Results: Enjoyment was significantly greater in user-guided (p < 0.05), whereas performance was significantly greater in task-guided (p < 0.05). Conclusion: The results sug...

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Section: Introductionmentioning

confidence: 99%

The effect of different difficulty adaptation strategies on enjoyment and performance in a serious game for memory training

Nagle¹,

Novak

Wolf³

et al. 2014

2014 IEEE 3nd International Conference on Serious Games and Applications for Health (SeGAH)

View full text Add to dashboard Cite

show abstract

“…Six students answered that "I enjoyed the class" or "I like it". This also shows their enjoyment of Japanese learning based on Blunsdon, Reed, and McNeil (2003) definition of enjoyment, that is, "enjoyment is sometimes called… "expressed liking" (Blunsdon, Reed & McNeil, 2003, p. 44). Related to this, two students described the intensity of their liking as "really, enjoyed the course.…”

Section: Enjoyment In Japanese Learningmentioning

confidence: 81%

“…Based on Csikszentmihalyi"s (1977) notion of this "pleasure/enjoyment continuum", in this paper, enjoyment can be defined as non-repetitive automatic acts and involves more complex activities which requires the full use of person"s physical and intellectual potential. In addition to this, Blunsdon, Reed, and McNeil (2003) definition of enjoyment may also be added: "enjoyment is sometimes called "interest" or "expressed liking" (Blunsdon, Reed & McNeil, 2003, p. 44). In order to assess STEM students" enjoyment of their language learning, the following question is asked to analyse students" data: Do students make any comments associated with interest and express their liking?…”

Section: Definition Of Enjoymentmentioning

confidence: 99%

Is Enjoyment Still Important in University Second Language Education?

Winch¹

2017

GJES

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This study investigates if undergraduate students majoring in Science, Technology, Engineering and Medicine (STEM) who have studied Japanese in the Institution-Wide Language Provision (IWLP) context experienced enjoyment in Japanese language learning. This research was held at a British STEM university in London. Questionnaires were used to generate the quantitative and qualitative data. The participants were STEM undergraduate students who were studying Japanese in the 2015/16 academic year. The results showed that the majority of students experienced enjoyment and flow in Japanese language learning. These results show that the general assumption that all learning is grim and unpleasant is not necessarily true and that the assumption may be changed. Furthermore, language learning may be considered as the same as a leisure activity such as games, shopping or hobbies. As an implication for professional practices, language teachers are encouraged to be familiar with the concept of enjoyment and flow so that they are able to manipulate to invoke students" enjoyment and flow.

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“…Six students answered that 'I enjoyed the class' or 'I like it'. This also shows their enjoyment of Japanese learning based on Blunsdon et al (2003) definition of enjoyment, that is, 'enjoyment is sometimes called… "expressed liking"' (Blunsdon et al, 2003: 44). Related to this, two students described the intensity of their liking as 'really, enjoyed the course.…”

Section: Enjoymentmentioning

confidence: 99%

“…Based on Csikszentmihalyi's (1977) notion of this 'pleasure/enjoyment continuum', enjoyment in this paper can be defined as non-repetitive automatic acts and it involves with more complex activities which requires the full use of person's physical and intellectual potential. In addition to this, Blunsdon et al (2003) definition of enjoyment can also be added: 'enjoyment is sometimes called "interest" or "expressed liking"' (Blunsdon et al, 2003: 44). In order to assess STEM students experience enjoyment, following two questions are asked to analyse students' data: 1) Do students mention any comments associated with interest and express their liking?…”

Section: Definition Of Enjoymentmentioning

confidence: 99%

Language Learning and Enjoyment of Stem Students Studying Japanese

Winch¹

2016

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In the UK, government policy texts highlighted the notion of enjoyment in 2003 and 2008. 13 years have passed and those who received the education of learning and enjoyment in primary schools are now undergraduate students or older. Has this new generation successfully brought up with learning and enjoyment? This study investigates if the Science, Technology Engineering and Medicine (STEM) majoring undergraduate students who studied Japanese in the Institution-Wide Language Provision (IWLP) context enjoy Japanese language learning. This study is a joint research project between two British universities in London. Questionnaires were used to generate the data. The participants were STEM students who were studying Japanese in the 2015/2016 academic year. The results showed that one in five students have already interests in Japanese culture and Japan before they study, which relates to their enjoyment of language learning to motivation. Furthermore, the majority of the STEM students answered that they enjoyed Japanese language learning and their experience of flow was also confirmed. These results indicate that people's general assumption that all learning is grim and unpleasant is not true and these assumptions can be changed, which may lead to establish language learning as a leisure activity such as games, shopping or hobbies. As an implication for the professional practices, language teachers are encouraged to be familiar with the concept of enjoyment and flow so that they can manipulate and invoke flow their students' enjoyment.

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Experiential Learning in Social Science Theory: An investigation of the relationship between student enjoyment and learning

Cited by 50 publications

References 8 publications

The effect of different difficulty adaptation strategies on enjoyment and performance in a serious game for memory training

The effect of different difficulty adaptation strategies on enjoyment and performance in a serious game for memory training

Is Enjoyment Still Important in University Second Language Education?

Language Learning and Enjoyment of Stem Students Studying Japanese

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