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
T2 - 4th International Conference on E-Learning and Games, Edutainment 2009
Y2 - 9 August 2009 through 11 August 2009
ER -