Abstract
The purpose of this study was to examine the effects of type of interactivity, prior knowledge and gender on learners' performance in learning computer programming skills through an experiential game-based learning activity. One hundred and forty six junior high school students participated in the experimental activity. Participants' levels of prior-knowledge (high vs. low) were identified according to previous computer course performance. The interactions of type-of-interactivity-prior-knowledge and type-of-interactivity- gender were significant on participants' performance. The analysis revealed that (a) for the gender effect, the male group outperformed the female group while receiving the challenge-interactivity game-play activity, but while receiving the mixed-interactivity game-play activity, the male group and the female group performed equally; (b) similarly, for the prior-knowledge effect, the high prior-knowledge group outperformed the low prior-knowledge group while receiving the challenge-interactivity game-play activity, but while receiving the mixed-interactivity game-play activity, the high prior-knowledge group and the low prior-knowledge group performed equally. The mixed-interactivity game-play was found to compensate for females' gender disadvantage and insufficient prior-knowledge.
| Original language | English |
|---|---|
| Title of host publication | Learning by Playing |
| Subtitle of host publication | Game-based Education System Design and Development - 4th International Conference on E-Learning and Games, Edutainment 2009, Proceedings |
| Pages | 273-282 |
| Number of pages | 10 |
| DOIs | |
| Publication status | Published - 2009 Sep 14 |
| Event | 4th International Conference on E-Learning and Games, Edutainment 2009 - Banff, AB, Canada Duration: 2009 Aug 9 → 2009 Aug 11 |
Publication series
| Name | Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) |
|---|---|
| Volume | 5670 LNCS |
| ISSN (Print) | 0302-9743 |
| ISSN (Electronic) | 1611-3349 |
Other
| Other | 4th International Conference on E-Learning and Games, Edutainment 2009 |
|---|---|
| Country | Canada |
| City | Banff, AB |
| Period | 09/8/9 → 09/8/11 |
Fingerprint
Keywords
- E-learning
- Game-based learning
- Instructional design
- Interactivity
ASJC Scopus subject areas
- Theoretical Computer Science
- Computer Science(all)
Cite this
The effects of type of interactivity in experiential game-based learning. / Chen, Ming-Puu; Wang, Li Chun.
Learning by Playing: Game-based Education System Design and Development - 4th International Conference on E-Learning and Games, Edutainment 2009, Proceedings. 2009. p. 273-282 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 5670 LNCS).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - The effects of type of interactivity in experiential game-based learning
AU - Chen, Ming-Puu
AU - Wang, Li Chun
PY - 2009/9/14
Y1 - 2009/9/14
N2 - The purpose of this study was to examine the effects of type of interactivity, prior knowledge and gender on learners' performance in learning computer programming skills through an experiential game-based learning activity. One hundred and forty six junior high school students participated in the experimental activity. Participants' levels of prior-knowledge (high vs. low) were identified according to previous computer course performance. The interactions of type-of-interactivity-prior-knowledge and type-of-interactivity- gender were significant on participants' performance. The analysis revealed that (a) for the gender effect, the male group outperformed the female group while receiving the challenge-interactivity game-play activity, but while receiving the mixed-interactivity game-play activity, the male group and the female group performed equally; (b) similarly, for the prior-knowledge effect, the high prior-knowledge group outperformed the low prior-knowledge group while receiving the challenge-interactivity game-play activity, but while receiving the mixed-interactivity game-play activity, the high prior-knowledge group and the low prior-knowledge group performed equally. The mixed-interactivity game-play was found to compensate for females' gender disadvantage and insufficient prior-knowledge.
AB - The purpose of this study was to examine the effects of type of interactivity, prior knowledge and gender on learners' performance in learning computer programming skills through an experiential game-based learning activity. One hundred and forty six junior high school students participated in the experimental activity. Participants' levels of prior-knowledge (high vs. low) were identified according to previous computer course performance. The interactions of type-of-interactivity-prior-knowledge and type-of-interactivity- gender were significant on participants' performance. The analysis revealed that (a) for the gender effect, the male group outperformed the female group while receiving the challenge-interactivity game-play activity, but while receiving the mixed-interactivity game-play activity, the male group and the female group performed equally; (b) similarly, for the prior-knowledge effect, the high prior-knowledge group outperformed the low prior-knowledge group while receiving the challenge-interactivity game-play activity, but while receiving the mixed-interactivity game-play activity, the high prior-knowledge group and the low prior-knowledge group performed equally. The mixed-interactivity game-play was found to compensate for females' gender disadvantage and insufficient prior-knowledge.
KW - E-learning
KW - Game-based learning
KW - Instructional design
KW - Interactivity
UR - http://www.scopus.com/inward/record.url?scp=69949145170&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=69949145170&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-03364-3_33
DO - 10.1007/978-3-642-03364-3_33
M3 - Conference contribution
AN - SCOPUS:69949145170
SN - 3642033636
SN - 9783642033636
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 273
EP - 282
BT - Learning by Playing
ER -