Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience

Autor/inn/en	De Grove, Frederik; Van Looy, Jan; Neys, Joyce; Jansz, Jeroen
Titel	Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience
Quelle	In: Electronic Journal of e-Learning, 10 (2012) 2, S.199-208 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Foreign Countries; Educational Games; Learning Experience; Poverty; Time Factors (Learning); Computers; Consciousness Raising; Classroom Environment; Adolescents; Context Effect; Family Environment; Computer Games; Computer Simulation; Computer Assisted Instruction; Instructional Effectiveness; Pretests Posttests; Questionnaires; Statistical Analysis; Predictor Variables; Comparative Analysis; Identification (Psychology); Social Problems; Social Integration; Quasiexperimental Design; Rating Scales; Simulated Environment + Suchen Sie Ihr Suchwort? Ausland; Educational game; Lernspiel; Lernerfahrung; Armut; Digitalrechner; Bewusstseinsbildung; Klassenklima; Unterrichtsklima; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Familienmilieu; Computer game; Computerspiel; Computerspiele; Computergrafik; Computersimulation; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Fragebogen; Statistische Analyse; Prädiktor; Social problem; Soziales Problem; Soziale Integration; Rating-Skala; Künstliche Umwelt
Abstract	The goal of this study is to gain insight into the effects of context on educational game experience. Using a quasi-experimental setup, it compares the playing and learning experiences of adolescent players of the awareness-raising game PING in a domestic (N=135) and a school (N=121) context. Results indicate that both gaming (identification, enjoyment) and learning experiences are more intense in a home compared to a school context. However, all of the variance in gaming and part of that in learning experience are caused by longer playing times and better computer equipment. Moreover, the overall impact of context on perceived learning is significantly smaller than that of other experiential factors such as identification and enjoyment. Thus context should be considered as a significant yet relatively small determinant of learning experience. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10