The effects of type of interactivity in experiential game-based learning

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.