Modeling the continuance usage intention of game-based learning in the context of collaborative learning

Shiue, Ya-Ming; Hsu, Yu-Chiung; Liang, Yu-Chen

doi:10.1109/icasi.2017.7988196

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…The questionnaire used to measure the perceptions of students towards game-based learning in the current study was adapted from a technology acceptance model and may not have captured all relevant factors affecting the use of games for learning. A few studies have considered altering existing technology acceptance models for game-based learning (see Bourgonjon et al., 2010; Hsu & Lu, 2004; Shiue et al., 2017). So far, no known validated questionnaire designed specifically to evaluate the perceptions or acceptance of game-based learning from the viewpoint of students exists.…”

Section: Discussionmentioning

confidence: 99%

An Evaluation of the Relationship Between Perceptions and Performance of Students in a Serious Game

Udeozor

Abegão

Glassey

2021

Journal of Educational Computing Research

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The growing interest in the use of digital games for education resulted in the expansion of the field of game-based learning. There have been several research on the perceptions and attitudes of students towards the use of games for learning. These studies have tried to understand what students make of the use of digital games for learning, as it is believed that the views of users and their acceptance of new technologies play a crucial role in ensuring successful outcomes. However, it is unclear whether there is any relationship between experiences, perceptions towards games and gameplay performance in a learning game. Understanding this relationship is important for game developers to effectively design and develop games, and for educators to be able to determine how to best deploy games for educational purposes. This study examines how the experiences and perceptions of engineering students towards digital games for engineering education influence their use and performance in a serious game called CosmiClean. Findings suggest that while students are enthusiastic about digital learning games, there was no relationship between their perceptions of games for learning and their gameplay performance. However, a relationship was found between the game experiences of students and their gameplay performance.

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Section: Discussionmentioning

confidence: 99%

An Evaluation of the Relationship Between Perceptions and Performance of Students in a Serious Game

Udeozor

Abegão

Glassey

2021

Journal of Educational Computing Research

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“…Notably, a user preference survey conducted in a sample of students at Malaysia's Institute of Higher Learning revealed that 60% of the participants preferred playing games using their smartphones (Hashim et al, 2007). Furthermore, there are opportunities for students to learn efficiently and effectively in the context of collaborative game-based learning, as reflected in the collaborative digital history game proposed by (Shiue et al 2017).…”

Section: An Overview Of Web-based Gamesmentioning

confidence: 99%

The use of computer games for teaching and learning cybersecurity in higher education institutions

Alghamdi

Younis

2021

JER is an international, peer-reviewed journal that publishes f

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In higher education, teaching cybersecurity concepts to students such as encryption-based security protocols is a challenging task, but it is fundamental for personal and national security. One of the reasons for this is related to the inadequate mathematical knowledge of students, which limits their understanding of the cryptographic algorithms underlying the protocols. Therefore, higher education institutions are seeking out engaging and effective strategies for developing students’ skills in this area. The aim of this research is to explore the use and potential effectiveness of game-based learning to assist in the teaching and learning of cybersecurity concepts in higher education. It contributes to the literature by raising public interest in cybersecurity and helping learners to understand suitable and safe behaviors online. It also offers a systematic overview of game-based learning tools that have been used in previous studies to improve students’ understanding of cryptographic algorithms. This research also presents a framework for the effective teaching of cryptography in higher education, relying on animation and gamification.

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“…Learning value refers to changes in learner interest and costs associated with perceived task usefulness and importance [104]. Perceived usefulness has significantly favorable effects on attitudes and behavioral intentions [105,106], especially in visual programming environments involving a gamified learning tools [107][108][109][110]. 3.…”

mentioning

confidence: 99%

The Effect of Time Management and Help-Seeking in Self-Regulation-Based Computational Thinking Learning in Taiwanese Primary School Students

Chen,

Su,

Lin

et al. 2023

Sustainability

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Computational thinking skills are increasingly required for working with information technology products and are considered core learning objectives in science and technology curriculums across all grades. However, there is yet to be a curriculum model for computational thinking, and many teachers are still figuring out this issue and designing courses to cultivate these skills in students. We planned 8-course periods for 108 curriculums, using the Bebras International Computational Thinking Challenge and programming learning motivation scale to evaluate game-based lessons from Code.org. The grade-3 and -4 students were randomly divided into self-regulation and guided-learning groups, and 153 valid data were analyzed using paired t tests and ANCOVA. As a result, we found the learning behaviors of the two groups of students to be worthy of further exploration in terms of time management and help-seeking learning strategies. Code.org’s game-based lessons effectively engage students to complete most of the course, addressing the usual course completion issues when self-paced. The self-regulation group spent more time in peer discussions and had better learning outcomes than the guided-learning group. To this end, we provide detailed curriculum information as a teaching model for the self-regulated learning of computational thinking in primary schools.

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Modeling the continuance usage intention of game-based learning in the context of collaborative learning

Cited by 4 publications

References 12 publications

An Evaluation of the Relationship Between Perceptions and Performance of Students in a Serious Game

An Evaluation of the Relationship Between Perceptions and Performance of Students in a Serious Game

The use of computer games for teaching and learning cybersecurity in higher education institutions

The Effect of Time Management and Help-Seeking in Self-Regulation-Based Computational Thinking Learning in Taiwanese Primary School Students

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