TY - GEN
T1 - Exploring Motivational Differences in Competitive and Cooperative Game-Based Learning through Educational Board Games
AU - Chiang, Yuan Yao
AU - Hsu, Ting Chia
N1 - Publisher Copyright:
© 2023 Asia-Pacific Society for Computers in Education.
PY - 2023/12
Y1 - 2023/12
N2 - The purpose of this study was to determine whether educational board games have a significant impact on learning motivation by developing the information media literacy educational board game Hi-Life. It also examined the differences in learning motivation between the competitive group and the cooperative learning group through a randomized experimental design. A total of 26 students from a national university in northern Taiwan participated in the study, 14 students in the control group for cooperative game-based learning and 12 students in the experimental group for competitive game-based learning. Through the analysis of the Mann-Whitney U test, the results showed that the dimension of Relevance was significant in both the experimental and control groups. Although the rest of the dimensions are not significant, the overall data showed that the average values of the three dimensions of Relevance, Confidence and Satisfaction were all higher than 3.5. The students demonstrated a favorable learning motivation in the ARCS model after playing the educational board game.
AB - The purpose of this study was to determine whether educational board games have a significant impact on learning motivation by developing the information media literacy educational board game Hi-Life. It also examined the differences in learning motivation between the competitive group and the cooperative learning group through a randomized experimental design. A total of 26 students from a national university in northern Taiwan participated in the study, 14 students in the control group for cooperative game-based learning and 12 students in the experimental group for competitive game-based learning. Through the analysis of the Mann-Whitney U test, the results showed that the dimension of Relevance was significant in both the experimental and control groups. Although the rest of the dimensions are not significant, the overall data showed that the average values of the three dimensions of Relevance, Confidence and Satisfaction were all higher than 3.5. The students demonstrated a favorable learning motivation in the ARCS model after playing the educational board game.
KW - Game-based learning
KW - competitive game-based learning
KW - cooperative game-based learning
KW - learning motivation
UR - http://www.scopus.com/inward/record.url?scp=85181763560&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85181763560&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85181763560
T3 - 31st International Conference on Computers in Education, ICCE 2023 - Proceedings
SP - 719
EP - 723
BT - 31st International Conference on Computers in Education, ICCE 2023 - Proceedings
A2 - Shih, Ju-Ling
A2 - Kashihara, Akihiro
A2 - Chen, Weiqin
A2 - Chen, Weiqin
A2 - Ogata, Hiroaki
A2 - Baker, Ryan
A2 - Chang, Ben
A2 - Dianati, Seb
A2 - Madathil, Jayakrishnan
A2 - Yousef, Ahmed Mohamed Fahmy
A2 - Yang, Yuqin
A2 - Zarzour, Hafed
PB - Asia-Pacific Society for Computers in Education
T2 - 31st International Conference on Computers in Education, ICCE 2023
Y2 - 4 December 2023 through 8 December 2023
ER -