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Serious game-based and nongame-based online courses: Learning experiences and outcomes
ARTICLE

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British Journal of Educational Technology Volume 44, Number 3, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate statistical and qualitative findings on student performance, completion time, student intrinsic motivation, as well as desirable, undesirable, helpful and hindering aspects of serious game-based and nongame-based courses. Students in the game-based course were found to have performed significantly better and to have taken significantly longer. Students and teachers in the game-based course provided more reasons for student motivation along with more desirable, more helpful and less hindering aspects compared to students and teachers in the non-game-based course. In addition, students and teachers in both courses provided an equal number of undesirable aspects. The results from this study inform instructional designers, teachers, education stakeholders and educational game designers by providing research-based evidence related to the learning experiences and outcomes of the serious game-based online course.

Citation

Hess, T. & Gunter, G. (2013). Serious game-based and nongame-based online courses: Learning experiences and outcomes. British Journal of Educational Technology, 44(3), 372-385. Wiley. Retrieved February 26, 2020 from .

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