On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE

Virvou, Maria; Katsionis, George

doi:10.1016/j.compedu.2006.04.004

Cited by 254 publications

(139 citation statements)

References 15 publications

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“…In essence, feedback turns out being given to students in the form of rewards; badges (Kamarainen et al, 2013), money to shop clothes, etc. (i.e., in the currency connected to the introduced game) (Gerstein, 2009), keys (Virvou & Katsionis, 2008), or a sign and sound when the given answers are not correct (Yang, Chen & Jeng, 2010).…”

Section: Virtual Reality In Educationmentioning

confidence: 99%

Virtual realities and education

Curcio

Dipace

Norlund

2016

Research on Education and Media

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Section: Virtual Reality In Educationmentioning

confidence: 99%

Virtual realities and education

Curcio

Dipace

Norlund

2016

Research on Education and Media

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show abstract

“…Several aspects of motivation have been examined such as motivational diagnosis (de Vincente & Pain, 2002) or instructional planning to increase motivation (Matsubara & Nagamachi, 1996). Price et al (2003) and Virvou & Katsionis (2008) used a similar approach to evaluate likeability. In the Price et al (2003) game, an important clue for the assessment of excitement and engagement of players was their desire to continue interacting and playing.…”

Section: Learning Outcomesmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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“…The interface in educational software must be intuitive; educational software is to make the children work in a learning environment which is performed by games. There is positive relationship between usability and likeability; if the game is more usable then it is more likeable [23]. Edutainment software raises the flexibility in the relations among the users, designers, developers, and increases the reusability of the resources [24].…”

Section: Factors Influencing the Acceptance Of Edutainmentmentioning

confidence: 99%

Factors Affecting the Acceptance of Game-based Learning

Saleh¹,

Prakash²,

Manton³

2014

IJCA

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Education is the process of teaching, educating and developing strategies of learning through developing skills, character and knowledge. Educational games and edutainment are educational methods introduced in educational systems to bring out the creativity and mentality of learners in the society. These technological learning systems engage the student to learn by full computer control through colorful animation and interactive learning methods. The aim is to develop the skills of the students technologically using shapes, visuals, multimedia, video, digital games etc, to try to draw out what is in the mind of the learners, thus improving their skills and ability to obtain more knowledge. Different researchers have expressed their views for and against the usefulness or relevance of educational games and edutainment in learning. Reported in this paper, is a survey of edutainment and educational games, their benefits, drawbacks and factors affecting the use of these technologies in education.

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On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE

Cited by 254 publications

References 15 publications

Virtual realities and education

Virtual realities and education

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Factors Affecting the Acceptance of Game-based Learning

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