You like it, you learn it: affectivity and learning in competitive social role play gaming

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F16%3A10329841" target="_blank" >RIV/00216208:11320/16:10329841 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1007/s11412-016-9237-3" target="_blank" >http://dx.doi.org/10.1007/s11412-016-9237-3</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s11412-016-9237-3" target="_blank" >10.1007/s11412-016-9237-3</a>

Jazyk výsledku

angličtina

Název v původním jazyce

You like it, you learn it: affectivity and learning in competitive social role play gaming

Popis výsledku v původním jazyce

Despite the alleged ability of digital game-based learning (DGBL) to foster positive affect and in turn improve learning, the link between affectivity and learning has not been sufficiently investigated in this field. Regarding learning from team-based games with competitive elements, even less is known about the relationship between competitiveness (as a dispositional trait) and induced positive affect. In this media comparison study with between-subject design, participants (N = 325; high school and college students) learned about the EU's policy agenda by means of a debate-based method delivered through one of three educational media: a) through a social role-playing game with competitive elements played on computers, b) through a very similar game played without computers and c) through a non-game workshop. Unlike many previous DGBL studies, this study used participant randomization and strived to address the teacher effect and the length of exposure effect, while also using the same learning materials and a very similar educational method for all three treatments. Both games induced comparatively higher generalized positive affect and flow. Participants also learned more with the games. Positive affect, but not flow, mediated the influence of educational media on learning gains. Participants' competitiveness was partly related to positive affect and experiencing flow but unrelated to learning gains. These outcomes held both when the game was played using computers, as well as without them. The study indicates that the ability of an educational intervention to instigate positive affect is an important feature that should be considered by educational designers.

Název v anglickém jazyce

You like it, you learn it: affectivity and learning in competitive social role play gaming

Popis výsledku anglicky

Despite the alleged ability of digital game-based learning (DGBL) to foster positive affect and in turn improve learning, the link between affectivity and learning has not been sufficiently investigated in this field. Regarding learning from team-based games with competitive elements, even less is known about the relationship between competitiveness (as a dispositional trait) and induced positive affect. In this media comparison study with between-subject design, participants (N = 325; high school and college students) learned about the EU's policy agenda by means of a debate-based method delivered through one of three educational media: a) through a social role-playing game with competitive elements played on computers, b) through a very similar game played without computers and c) through a non-game workshop. Unlike many previous DGBL studies, this study used participant randomization and strived to address the teacher effect and the length of exposure effect, while also using the same learning materials and a very similar educational method for all three treatments. Both games induced comparatively higher generalized positive affect and flow. Participants also learned more with the games. Positive affect, but not flow, mediated the influence of educational media on learning gains. Participants' competitiveness was partly related to positive affect and experiencing flow but unrelated to learning gains. These outcomes held both when the game was played using computers, as well as without them. The study indicates that the ability of an educational intervention to instigate positive affect is an important feature that should be considered by educational designers.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AN - Psychologie

OECD FORD obor

—

Projekt

<a href="/cs/project/GPP407%2F12%2FP152" target="_blank" >GPP407/12/P152: Vzdělávací efekty výukových simulací</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Computer-Supported Collaborative Learning

ISSN

1556-1607

e-ISSN

—

Svazek periodika

11

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

36

Strana od-do

313-348

Kód UT WoS článku

000385153700004

EID výsledku v databázi Scopus

2-s2.0-84980017921