Learning efficacy and user acceptance of a game-based social skills learning environment

An Integrated View of Information Feedback, Game Quality, and Autonomous Motivation for Evaluating Game-Based Learning Effectiveness

“…These results are consistent with those of Santhanam et al. (2016) and Tan et al. (2016), but are not identical to those of Jung et al.…”

“…Consequently, game quality is positively associated with learners’ learning motivations and learning effectiveness. Therefore, in the present research, we reviewed the literature on game characteristics/elements, as presented in Table 1, and identified four primary categories of game quality: rules/goals, challenges, control, and competition (Garris et al., 2002; Hou & Li, 2014; Jung et al., 2010; Kim & Shute, 2015; Moizer et al., 2019; Santhanam et al., 2016; Tan et al., 2016; Yang & Chang, 2013).…”

“…Prior research points out that if the three game elements of rules/goals, challenges, and competition are included in learning games, learners would have better learning results. This is because that these three game elements meet the learners’ intrinsic needs for competence, thus enhancing learners’ intrinsic motivation and improve learning effectiveness (Jung et al., 2010; Tan et al., 2016). Additionally, prior studies indicate that the element of competition serve as a source of motivation and challenge that draw attention of students in learning environments (Malone, 1981; Santhanam et al., 2016), It can thus help encourage the learners to actively participate in the learning games for learning (Demetrovics et al., 2011; Liu et al., 2013; Yee, 2006).…”

“…(2016) showed that competition has a significant effect on learning performance. Tan et al. (2016) found that clear goals, a sense of control, and a challenging exchange are crucial to game design.…”

Evaluating a tactile and a tangible multi-tablet gamified quiz system for collaborative learning in primary education

“…Regarding the former, our goal was to assess whether our gamification approach was effective, since user experience is one of the two main goals of gamification according to Dominguez et al (Domínguez et al, 2013). Also, as has been shown in other technological and learning contexts (Bargshady, Pourmahdi, Khodakarami, Khodadadi, & Alipanah, 2015;Pindeh, Suki, & Suki, 2016;Tan, Goh, Ang, & Huan, 2016), children's user experience in terms of ease of use and fun influences their attitude to using the learning application and the effectiveness of the learning process. In this respect, three research questions were defined as follows:…”