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Using the saliency-based model to design a digital archaeological game to motivate players' intention to visit the digital archives of Taiwan's natural science museum
ARTICLE

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Computers & Education Volume 66, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Museums in Taiwan have developed various digital archives, but few people have visited these digital archives. Therefore, this study designed a digital archaeology game for high school students to play. Based on the concept of “learning for playing” (i.e., players who want to win will study more), the digital archaeology game contest aims at attracting students to visit the natural science digital museum. In the game, researchers (players) reorient the artifacts, structures and architectures through excavation and assemblages to understand the world of natural science based on the saliency-based model. To examine whether this game prompts learners to visit the natural science digital museum to acquire knowledge, 80 students from three high schools were recruited and grouped into 40 pairs to compete against each other. After the contest, questionnaires were collected and analyzed using confirmatory factor analysis with structural equation modeling. The results indicated that the research participants' gameplay self-efficacy affected their perceived hedonic values and was mediated by the perceived ease of playing the game increased their intention to visit the digital archives of the natural science museum. The implications of this study could be used for promotion of digital archives or other digital museums.

Citation

Hong, J.C., Hwang, M.Y., Chen, Y.J., Lin, P.H., Huang, Y.T., Cheng, H.Y. & Lee, C.C. (2013). Using the saliency-based model to design a digital archaeological game to motivate players' intention to visit the digital archives of Taiwan's natural science museum. Computers & Education, 66(1), 74-82. Elsevier Ltd. Retrieved November 21, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.02.007

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