ERIC Number: EJ1163992
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Let Them Play: The Impact of Mechanics and Dynamics of a Serious Game on Student Perceptions of Learning Engagement
Wang, Yichuan; Rajan, Pramod; Sankar, Chetan S.; Raju, P. K.
IEEE Transactions on Learning Technologies, v10 n4 p514-525 Oct-Dec 2017
Serious games are becoming important educational tools and are increasingly being integrated into courses in many different academic areas and widely portrayed as a means of helping individuals concentrate on the subject matter and enjoy learning. This paper discusses the development and testing of a serious game by using a research model where the mechanics and dynamics of the game impact perceived usefulness, ease of use, and goal clarity, which in turn lead to higher concentration and user enjoyment. This model was tested in an undergraduate product design classroom, and evaluated using a survey and a focus group. The results of qualitative and quantitative analysis show that higher concentration and enjoyment occur when students perceive clear goals, ease of use, and usefulness during gaming. The results of the study leads to recommendations to game developers on the features of serious games that need to be built and the need to carefully consider the mechanics and dynamics of a game. The results should encourage instructors to consider incorporating serious games into their classes to increase their students' learning engagement.
Descriptors: Teaching Methods, Educational Games, Difficulty Level, Usability, Goal Orientation, Student Satisfaction, Undergraduate Students, Focus Groups, Mixed Methods Research, Student Surveys, Hypothesis Testing, Least Squares Statistics
Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: IIP1110223