Customization in educational computer games and its effect on learning: Experimental study with primary school children

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F21%3A00544073" target="_blank" >RIV/68081740:_____/21:00544073 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11320/21:10437241 RIV/00216208:11410/21:10437241 RIV/00216208:11210/21:10437241

Výsledek na webu

<a href="https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12576" target="_blank" >https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12576</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/jcal.12576" target="_blank" >10.1111/jcal.12576</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Customization in educational computer games and its effect on learning: Experimental study with primary school children

Popis výsledku v původním jazyce

The instructional effects of customization features in child learning games have rarely been examined. This value-added study addresses the existing gap with regards to user-initiated cosmetic customization of environment elements (i.e., non-avatar customization). Participants (N = 143, Mage = 9.41) studied a biological topic for about 20 min: either using the experimental version of a learning game with customization features, or from a control version without them. Null results were found as concerns between-group differences: both for motivation-related variables and learning outcome measures. These findings indicate that user-initiated cosmetic customization features can be omitted by game designers, especially in settings where children are assigned specific instructional materials from which to study.

Název v anglickém jazyce

Customization in educational computer games and its effect on learning: Experimental study with primary school children

Popis výsledku anglicky

The instructional effects of customization features in child learning games have rarely been examined. This value-added study addresses the existing gap with regards to user-initiated cosmetic customization of environment elements (i.e., non-avatar customization). Participants (N = 143, Mage = 9.41) studied a biological topic for about 20 min: either using the experimental version of a learning game with customization features, or from a control version without them. Null results were found as concerns between-group differences: both for motivation-related variables and learning outcome measures. These findings indicate that user-initiated cosmetic customization features can be omitted by game designers, especially in settings where children are assigned specific instructional materials from which to study.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

<a href="/cs/project/GA19-02532S" target="_blank" >GA19-02532S: Návrhové principy pro tvorbu výukových her pro děti</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Journal of Computer Assisted Learning

ISSN

0266-4909

e-ISSN

1365-2729

Svazek periodika

37

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

13

Strana od-do

1370-1382

Kód UT WoS článku

000674240000001

EID výsledku v databázi Scopus

2-s2.0-85110761648