The fun semantic differential scales

Yusoff, Yusrita Mohd; Ruthven, Ian; Landoni, Monica

doi:10.1145/1999030.1999066

Cited by 24 publications

(16 citation statements)

References 8 publications

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“…to "I really like/liked to participate.". Based on the findings of Yusoff et al [36], the answers were supported by a smiley-scale that visually underlined emotional states. The concrete scale used is depicted in Figure 7.…”

Section: Discussionmentioning

confidence: 94%

Supporting children's web search in school environments

Eickhoff

Dekker

Vries

2012

Proceedings of the 4th Information Interaction in Context Symposium

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Nowadays, the Internet represents a ubiquitous source of information and communication. Its central role in everyday life is reflected in the curricula of modern schools. Already in early grades, children are encouraged to search for information on-line. However, the way in which they interact with state-of-the-art search interfaces and how they explore and interpret the presented information, differs greatly from adult user behaviour.This work describes a qualitative user study in which the Web search behaviour of Dutch elementary school children was observed and classified into roles motivated by prior research in cognitive science. Building on the findings of this survey, we propose an automatic method of identifying struggling searchers in order to enable teaching personnel to provide appropriate and targeted guidance where needed.

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Section: Discussionmentioning

confidence: 94%

Supporting children's web search in school environments

Eickhoff

Dekker

Vries

2012

Proceedings of the 4th Information Interaction in Context Symposium

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“…The Fun Semantic Differential Scales (Yusoff et al 2011) is a measurement tool for evaluating games with nursery-aged children based on choosing between photos of a child expressing different emotions (love-do not know-hate). While it has been shown to work well for the target age group, it has not been psychometrically validated, and it addresses fun as a unidimensional construct and is not sufficiently refined for teenagers.…”

Section: Existing Measurement Toolsmentioning

confidence: 99%

“…Despite the growing interest towards measuring the fun experience-with special regard to the relation to learning-currently, there is a lack of reliable measurement tools. Where they exist (mostly in the field of humancomputer interaction), they rather measure product liking (acceptance or preference) with young, preliterate children (Fun Toolkit, Read 2008; Fun Semantic Differential Scales, Yusoff et al 2011;This or That, Zaman et al 2013). Or in case of adults, the most widely known instruments (EGameFlow, Fu et al 2009; UES, O'Brien et al 2018;GEQ, Poels et al 2013) measure game enjoyment and engagement or the gaming experience along several dimensions.…”

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confidence: 99%

FunQ: Measuring the fun experience of a learning activity with adolescents

Tisza

Markopoulos

2021

Curr Psychol

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Researchers and practitioners in learning sciences, educational technology and child-computer interaction often argue that fun is an essential element of learning. Therefore, researchers in the above fields aim to explore how learning activities could be made more enjoyable in order to facilitate engagement in the learning process and to improve the learning outcomes. Despite such wide interest, there has been little systematic effort to define and measure fun. The herein introduced research aims to (a) define the term “fun” and (b) to create a tool for the reliable measurement of it. In the first study testing the initial item pool 75 students (μage = 11.78); in the think-aloud study testing the comprehensibility of the items six 11-year-old children and in the final validation study, 128 students (μage = 12.15) participated. We applied a deductive scale development approach. For the model testing, CFA was used and second-order latent variable models were fitted. In this paper, we conceptualize the term of fun and introduce the final 18-item version of the FunQ that consists of six dimensions (Autonomy, Challenge, Delight, Immersion, Loss of Social Barriers and Stress) and bears with the appropriate validity and reliability measures (ωoverall = 0.875 and ωpartial = 0.864; RMSEA = 0.052 and SRMR = 0.072). We contribute with (a) a review of the literature regarding the concept of fun, (b) a conception of fun as a multidimensional theoretically motivated concept, (c) a multidimensional instrument for assessing experienced fun—the FunQ—and (d) a psychometric evaluation of the proposed instrument. FunQ is put forward as a reliable and much-needed addition to the current palette of instruments.

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“…(SCN 1-07a Another version of the fun measurement toolkit used was shown in Fig. 4, which was a modified version of The Fun Semantic Differential Scale (FSDS) [25]. Two versions of fun measurement toolkits were used because the students involved in this research were quite young, around 7-8 years old.…”

Section: Science and Technologymentioning

confidence: 99%

Using games as a context for interdisciplinary learning: A case study at a Scottish primary school

Razak

Connolly

2013

2013 IEEE Global Engineering Education Conference (EDUCON)

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Games-based learning (GBL) is perceived by some educationalists as a highly motivating form of supplementary learning and is now being used more widely at different levels of education. Under the new Curriculum for Excellence (CfE) introduced in Scotland, teachers are expected to implement active learning with a focus on the child at the centre of the learning process to achieve optimum engagement. One of the approaches that is highly promoted under the CfE is GBL. This paper presents a case study conducted at a primary school in Scotland that demonstrated the use of games as a context for interdisciplinary learning. The findings suggest that the students were fully engaged and motivated throughout the learning process and learned constructively through the activities and social interaction. Findings from this case study will contribute to the growing research in the field of GBL towards making learning more appealing and relevant to the younger generation.

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The fun semantic differential scales

Cited by 24 publications

References 8 publications

Supporting children's web search in school environments

Supporting children's web search in school environments

FunQ: Measuring the fun experience of a learning activity with adolescents

Using games as a context for interdisciplinary learning: A case study at a Scottish primary school

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