Reason and Emotion: How They Drive Students to Play a Color Game

Abstract

Chromatics has been an important subject in design education since colors can make significant differences in the meanings and values of designed objects. However, only a few studies sought to assist students in learning chromatics, let alone to investigate their views on mobile game-based learning of this subject. To remedy these deficiencies, we firstly developed a color game to help students learn chromatics through color mixing. Then, drawing on reasonable and emotional factors, we designed a research model to investigate the students' decision-making about the game. After analyzing the feedbacks from a total of 205 students, this study showed that (1) perceived attractiveness was the most significant emotional factor behind the subjects' intention to play the game; (2) perceived usefulness was a reasonable factor that indirectly influenced the subjects' intention; (3) perceived enjoyment, as another emotional factor, exerted a significant and direct influence on the subjects' perceived usefulness. These findings indicated that emotional factors played not only a pivotal role in the subjects' intention to play the color game but also a leading one in their reasonable response to the game.

Exploring students’ acceptance of educational computer games from the perspective of learning strategy

“…They not only offer students a virtual learning space but also enable them to play an active role in learning, which is why they are regarded as more effective than traditional pedagogic tools in terms of sparking students' learning motivation (Cagiltay, 2007). In addition, this kind of game often requires students to accomplish a challenging task by which students can also develop their problemsolving capability (Hwang, Hung, & Chen, 2014;Hwang, Wu, & Chen, 2012) or master the learning subject through the drill-and-practice process (Huang, 2018;. Moreover, students in this case are no longer passive receivers of knowledge from their teachers but active knowledge constructers (Watson, Mong, & Harris, 2011) who thereby achieve meaningful learning.…”

Educational Technologies in Training Future Managers

“…Unlike the platform Kahoot which is used for а current assessment of students' knowledge (Glowacki et al, 2018), online game on Goosechase platform gives students an opportunity to show their creative skills and contributes to improving the motivation for learning activities. Taking into account the potential of computer games, which give students the opportunity to play an active role in learning, develop their ability to solve problems or to learn a subject through the process of practical use, as well as they are not considered to be traditional teaching tools (Huang, 2018), the results of implementing the online game in the educational process show a wide range of the spheres of the use in training future managers.…”

“…The researches indicate that these games can improve the learning effectiveness if they are based on the appropriate learning strategies, have clearly defined goals, objectives and vector directed towards students' knowledge and skills (Huang, 2019). At the same time, the use of learning computer games not only offers students a virtual learning environment, but also gives them an opportunity to play an active role in learning, to develop their skills to solve problems or to master a course in the process of practical use that traditional teaching tools may not always ensure (Huang, 2018). Consequently, the use of gaming technology based on information technology achievements helps to engage students of higher education institutions in the educational process not as passive participants, but as active ones.…”

Aethonas Adventure: Ψηφιακό παιχνίδι επαυξημένης πραγματικότητας (AR) για τον αειφορικό μεσογειακό τρόπο ζωής

“…Για το σκοπό αυτό οι συμμετέχοντες απάντησαν ένα post-test ίδιο ακριβώς με το pre-test. Επίσης, πραγματοποιήθηκε αξιολόγηση του παιχνιδιού με τη χρήση του ερωτηματολογίου ΤΑΜ (Huang, 2018).…”