Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning

Shiue, Ya-Ming; Hsu, Yu-Chiung

doi:10.12973/ejmste/77949

Cited by 12 publications

(6 citation statements)

References 37 publications

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“…They also increase the ability to think abstractly, carefully, and objectively. Importantly, the logic increases intelligence and the ability to think sharply and independently to increase love for truth and avoid mistakes and errors [17], [18].…”

Section: Introductionmentioning

confidence: 99%

The Development and Application of Interactive Multimedia in Project-Based Learning to Enhance Students' Achievement for 2D Animation Making

Untari

Kamdi

Dardiri

et al. 2020

Int. J. Emerg. Technol. Learn.

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Enhancing the quality of student competencies effectively cannot be separated from the development of learning resources through technological innovation. In-teractive multimedia is an innovative learning resource that can be integrated with Project-Based Learning, which is a solution to the problems that occur for 2D Animation Making. The purpose of this study is to develop interactive multime-dia and assess the effectiveness of its application in Project-Based Learning (PjBL) for 2D animation making. The researchers applied the Research and De-velopment method using the 4D model. This study was conducted at the Univer-sitas Muhammadiyah Sidoarjo, with a total of 66 students of Information Tech-nology Education. Based on the results of the study, validation by material and media experts showed that interactive multimedia learning media is excellent and feasible to use. The effectiveness of the application of interactive multimedia in PjBL has a significant positive effect on learning achievement for making 2D an-imations.

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Section: Introductionmentioning

confidence: 99%

The Development and Application of Interactive Multimedia in Project-Based Learning to Enhance Students' Achievement for 2D Animation Making

Untari

Kamdi

Dardiri

et al. 2020

Int. J. Emerg. Technol. Learn.

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“…As collaboration promotes social interactions, it appears effective in terms of enhancing communication and peer relationships (Eow et al, 2010). In collaborative learning environments, students are also likely to perceive high satisfaction, enjoyment and usefulness of GBL (Plass et al, 2013;Shiue & Hsu, 2017). Moreover, Admiraal et al (2011) believed that collaboration in GBL is conducive to students' sense of immersion in learning.…”

Section: Collaboration In Gblmentioning

confidence: 99%

Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

Zou

Zhang²,

Xie

et al. 2021

AJET

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Information literacy (IL) is important for university students. In this research, we developed a digital role-playing game to enhance students’ learning of IL and investigated the effects of gameplay modes on their learning performance, motivation, self-efficacy and flow experiences. A total of 90 students participated in the study and played the game in collaborative, competitive and solo modes. Their IL knowledge was measured through a post-test after they completed the game and associated exercises. Their motivation, self-efficacy and flow experiences were evaluated through a questionnaire survey. The results indicated statistically significant effects of the gameplay modes on the students’ learning performance, motivation, self-efficacy and flow experiences. The solo mode was inferior to the other two in all four aspects. The collaborative mode significantly outperformed the competitive mode in terms of enhancing learning performance and flow experience, while the competitive mode was significantly better in terms of promoting self-efficacy. These two modes were similarly effective in the dimension of motivation. Based on the results, we suggest that students play games in the collaborative or competitive modes when conditions permit. We also advise teachers to provide students with rich opportunities for discussion, collaboration and interaction and believe that an appropriate competitive atmosphere is important.

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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: Limitations and Future Studiesmentioning

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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Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning

Cited by 12 publications

References 37 publications

The Development and Application of Interactive Multimedia in Project-Based Learning to Enhance Students' Achievement for 2D Animation Making

The Development and Application of Interactive Multimedia in Project-Based Learning to Enhance Students' Achievement for 2D Animation Making

Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

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

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