Effects of the sequence of game-play and game-design on novices' motivation, flow, and performance

Li Chun Wang, Ming Puu Chen

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

The purpose of this study was to examine whether providing an active learning approach during game-based learning generates positive impacts on the learners. The effects of learning approaches (active exploration vs. tutorial) on eighth-graders' Scratch programming performance, motivation and flow experience were examined in this study. The differences between the active exploration group and the tutorial group included the sequence of game-play and game design activity and the supporting strategy. One hundred and twenty-five junior high school students participated in the study. The results showed that (1) the active exploration approach triggered higher learning motivation and flow experience than the tutorial approach did, (2) the sequence of game-play and game-design did not differentiate learners' project performance, and (3) the causes of why high motivation and flow experience did not bring about better project performance need to be further investigated.

Original languageEnglish
Title of host publicationTransactions on Edutainment VIII
Pages46-55
Number of pages10
DOIs
Publication statusPublished - 2012
Event6th International Conference on E-Learning and Games, Edutainment 2011 - Taipei, Taiwan
Duration: 2011 Sep 72011 Sep 9

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume7220 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other6th International Conference on E-Learning and Games, Edutainment 2011
CountryTaiwan
CityTaipei
Period11/9/711/9/9

Keywords

  • flow experience
  • game-based learning
  • motivation
  • programming

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

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