Mobile Game-Based Learning as a Solution in COVID-19 Era: Modeling the Pedagogical Affordance and Student Interactions

Autor/inn/en	Krouska, Akrivi; Troussas, Christos; Sgouropoulou, Cleo
Titel	Mobile Game-Based Learning as a Solution in COVID-19 Era: Modeling the Pedagogical Affordance and Student Interactions
Quelle	In: Education and Information Technologies, 27 (2022) 1, S.229-241 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krouska, Akrivi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10672-3
Schlagwörter	Game Based Learning; Electronic Learning; COVID-19; Pandemics; Handheld Devices; Intention; Affordances; Computer Science Education; Programming Languages; College Instruction; College Students; Influence of Technology; Learner Engagement; Academic Achievement + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Hochschullehre; Collegestudent; Schulleistung
Abstract	The closure of educational institutions due to the COVID-19 pandemic leads imperatively to the utilization of technological advances and the Internet for enabling the continuity of learning. To this direction, Mobile Game-based Learning (MGbL) can be beneficial to teaching and learning; since, from technological perspective, most students prefer to use their mobile devices, such as smartphones or tablets, and from pedagogical perspective, incorporating gaming in educational process can boost students' motivation for learning and improve their learning outcomes. Hence, this study investigates learners' intention to use MGbL as an alternative educational practice during the COVID-19 pandemic, by modeling the pedagogical affordance of this technology and student interactions with it. As a testbed for this research, a MGbL application was used for the instruction of the programming language C# in higher education, during the lockdown period of 2020. The findings reveal that the MGbL technology has a significant and positive impact on student engagement and academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01