Exploring Effects of Intrinsic Motivation and Prior Knowledge on Student Achievements in Game-Based Learning

This study investigates the effects of students’ intrinsic motivation and prior knowledge on student achievement in learning Chinese in a game-based learning environment. A total of 140 fourth-grade students from an elementary school in South Korea participated in this study. An instructional game called “Hanjamaru,” which is designed to teach Chinese characters, was implemented for four weeks. During the experiment, students’ prior knowledge, intrinsic motivation in gaming, and achievements learning Chinese were quantitatively measured. Findings from this study demonstrate that both students’ prior knowledge and intrinsic motivation affect their achievements in learning Chinese. Also, there students’ prior knowledge and intrinsic motivation affected each other; that is, a group low in intrinsic motivation but with higher prior knowledge showed comparatively higher student achievements. These findings suggest that students’ prior knowledge should also be considered while designing and adopting game-based learning in order to engage students with different levels of intrinsic motivation

Quelle marge de manoeuvre faut-il laisser aux utilisateurs d'animations 3D techniques en maintenance aéronautique ?

International audienceEn maintenance aéronautique, l'amélioration de la sécurité passe par une parfaite compréhension d'informations visuelles nécessaires à la réalisation des différentes tâches. Notre étude vise à mesurer de quelles manières des modifications de ces présentations iconographiques affectent leurs utilisations par des techniciens novices. Plus précisément ici, nous avons analysé les effets apportés par une graduation du contrôle du dynamisme sur des documents 3D. Contrairement à notre attente, la version du matériel visuel censée être la plus adaptée à ces tâches de maintenance, produit les moins bonnes performances, sans obtenir en contrepartie d'évaluations favorables de charge cognitive par les utilisateurs

Evaluating the influence of interactive simulations on learners’ academic performance in stoichiometry

Traditional teaching strategies dominate science classrooms in Lesotho, resulting in poor academic performance at each level. Information and  Communication Technology tools such as simulations offer potential benefits for improving science teaching. The purpose of this quasi-experimental  study was to evaluate the effect of simulations on learners’ performance and retention of stoichiometry concepts using Solomon’s four-group design.  Purposive sampling of two existing Form E (Grade 12) classes, with 81 learners, led to the creation of four groups. The study responds to the research  question: How does using simulations as part of an intervention affect learners’ academic performance in stoichiometry? Data were collected as learners’  scores for pre-tests and post-tests, designed to assess their understanding of stoichiometry, and analysed through ANOVA and t-tests. After the  intervention, the experimental group’s mean score (M = 44.2, σ = 18) was higher than that of control group (M = 32.6, σ = 15.8), and the difference  between the two mean scores was statistically significant, namely t(81) = 3.14, p = 0.002. The experimental group had a higher mean score for retention  in post-test (M = 47.4, σ =16.1) than the control group (M = 37.2, σ = 13.7) which was statistically significant, namely t(81) = 3.10, p = 0.003. Therefore, it  was concluded that simulations enhanced learners’ performance and could improve the retention of stoichiometry concepts. This study recommends  that simulations be used to supplement the teaching and learning of science, in particular chemistry.&nbsp

Aspects to Be Considered when Implementing Technology Enhanced Learning Approaches. A Literature Review

The significance of approaches to technology-enhanced learning (TEL) has increased rapidly during the last few years. Nowadays in education different approaches such as game-based learning, web-based learning, video-based online courses, and many others are used on a daily basis. However, what defines the success of technology-enhanced learning approaches and how can such approaches be developed in a structured way? Furthermore, what different aspects have to be considered while doing so? To answer these questions, 4567 publications were analyzed in this present literature review in order to recognize the different aspects of implementing technology-enhanced learning approaches. Finally, 20 categories are defined in four main areas that summarize all the aspects in the field of technology-enhanced learning. Moreover, the study also reveals research areas that are important but hardly investigated in the observed journals of this study

Views about Information Systems among North West University Mafikeng Campus Management, Administration and Law Students

This paper reports the results of an investigation into the social differences between IS and non-IS students at NWU, Mafikeng Campus. It exploresknowledge about IS by determining the level of computer knowledge and interaction, and other facts. These items influence students’ choices between taking IS as a field of study and may increase career awareness of IS. It is assumed that students must have acquired computer knowledge (concepts) and computer skills (application) as they pursue their career. The problem is that non-IS students are not knowledgeable of computer hardware and software and would struggle. A quantitative research approach was used for this study. The findings in this study show that factors influencing students’ choices from not taking or going into informatics field of study were related to higher salary and lower level of computer literacy. Students are also not informed of an IS career due to the lack of career orientation. The IS department should provide marketing strategies to increase IS career awareness

Experimental evaluation of user performance on two-dimensional and three-dimensional perspective displays in discrete-event simulation

Several experiments were carried out to compare the impacts of using a two dimensional (2D) plan view or a three dimensional (3D) perspective view in discrete event simulation visual displays. The experiments measured the performance of participants in spotting errors, describing the model, and suggesting improvements to the system. The participants using the 3D perspective display performed much better in spotting errors, taking on average about one third of the time of participants observing the 2D display. They also did much better in describing the model. There was no significant difference in suggesting improvements although this may have been because this task was easy. Most participants preferred the 3D perspective view when asked to compare the displays. The experiments indicate that the detailed design of the visual display may have a considerable effect on some of the tasks in a simulation project and hence on whether the overall project is successful

Serious Game Design Principles: The Impact of Game Design on Learning Outcomes

This dissertation examines the research question How do video game design principles affect learning outcomes in serious games? This research first develops a theoretical foundation concerning the meaning of the terms game and serious game . This conceptual clarification is broken down into analytic propositions, which state that games have participants, rules, goals and challenges, and synthetic propositions, which state that the games should be intrinsically compelling, provide meaningful choices, and be self encapsulated. Based on these synthetic propositions, three hypotheses were developed. The hypotheses are that games with an enhanced aesthetic presentation, more meaningful choices, or provide player competition will elicit higher learning outcomes than identical games without these factors. These hypotheses were tested via a quantitative experiment involving 172 undergraduate students in the Old Dominion University Chemistry Department. The students were asked to play a chemistry-oriented serious game entitled Element Solitaire©, which was created by the research author. The students were randomly given different treatments of the Element Solitaire© game to play, and the difference between their learning outcomes were compared. The experimental results demonstrated that the aesthetic presentation of a game can have a significant impact upon the learning outcome. The experiment was not able to discern significant effects from the choice or competition conditions, but further examination of the experimental data did reveal some insight into these aspects of serious game design. Choices need to provide the player with options that have a sufficient value that they will be considered and the application of competition within games needs to be judiciously implemented to promote a positive affect for all players. The results of the theoretical foundations and empirical evidence were then combined with additional theoretical research to develop a set of design principles and a proposed serious game development process. These guidelines were researched and examined via the design and development process of several serious game prototypes and the examination of a large body of existing serious games. The end result is a practical procedure that is rooted in theory and quantitative experimentation