Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety

Jon Chao Hong, Min Pei Lin, Ming Yueh Hwang*, Kai Hsin Tai, Yen Chun Kuo

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)


To compare the perception of animated to static mode of gameplay and how it affects the emotional state and performance of playing, this study designed two games, Chinese idiom string up game (CISUG) and Chinese idiom fishing game (CIFG). Seven classes with a total of 238 students were invited to participate in CIFG, and six classes with a total of 211 students were recruited for CISUG. All participants were 5th and 6th grade elementary school students. Performance achievement, interest level and gameplay anxiety were statistically examined using paired sample t-tests. The results revealed that the static mode fostered better performance. In addition, interest was found to be better maintained in the static mode than in the animated mode, but there was no difference between the two types of game modes in respect of gameplay anxiety. However, for both modes, gameplay anxiety did decrease slightly upon subsequent playing, though it did not reach a level of statistical significance. The results suggest that in educational game design, the use of static rather than animated modes should be considered when the objective is to help students achieve better performance in a competitive setting.

Original languageEnglish
Pages (from-to)109-118
Number of pages10
JournalComputers and Education
Publication statusPublished - 2015 Oct 1


  • Elementary education
  • Human-computer interface
  • Improving classroom teaching
  • Interactive learning environments
  • Media in education

ASJC Scopus subject areas

  • General Computer Science
  • Education


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