Engagement in educational games. An exploration of the interaction between game features, players' perceptions and learning.

Autor/in	Filsecker Wagner, Michael Karlheinz
Titel	Engagement in educational games. An exploration of the interaction between game features, players' perceptions and learning.
Quelle	Duisburg; Essen: Universitätsbibliothek Duisburg-Essen (2014), XV, 346 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Duisburg, Essen, Univ. Duisburg-Essen, Diss., 2013.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:hbz:464-20140610-114113-2
Schlagwörter	Interaktion; Lernen; Lernspiel; Engagement; Dissertation; Spieler
Abstract	Educational games' effectiveness relies on games' engagement power. However, this concept has seldom been examined. To fill this gap, this dissertation explored engagement by using multiple sources of data such as interviews, questionnaires and eye movements. In particular, this dissertation examined the effect of manipulating individuals' perception of the demand characteristics (PDC) of playing an educational computer game (i.e., to learn versus for fun) on individuals' content knowledge, cognitive engagement (CE) (i.e., mental effort and information processing strategies) and behavioral engagement (i.e., eye tracking data), while exploring the influence of self-efficacy and the perceived general mental effort (General AIME) on individuals' actual CE. Data analysis consisted of student's T (one tailed), bootstrap confidence interval, winsorized correlations and Pearson correlation coefficient comparisons. Results showed that participants increased their recall of content knowledge, but contrary to the expectations, no effect of the PDC manipulation on individuals recall test and CE was found. As expected, a positive effect of PDC on behavioral engagement was established. Likewise, a positive correlation of recall with behavioral engagement and one measure of CE was found. A positive correlation showed CE and emotional engagement. Finally, the CE employed was influenced by individuals' initial General AIME. For the general lack of effect of PDC on CE, it is suggested that some CE measures might have not been sensitive to the PDC manipulation. Competition for participants' cognitive resources coming from both the game (i.e., cognitive overload) and the participants (i.e., volitional judgments), and a relinquishment to cognitively engage with physics content may have hindered the PDC manipulation. The lack of relationship between CE measures and recall may be due to the inappropriate cognitive processing employed. In this sense, it was suggested that 1) CE measures tapped different processes and learning outcomes, 2) participants may have not allocated the adequate strategies, and 3) CE may have affected "inferential activity" instead of the information processing strategies. Finally, the positive relationship between CE and emotional engagement suggested either an integrated (i.e., not disrupted) subjective experience - as expected - or the presence of competing goals as suggested by the games for entertainment literature. Implications for theory building, game design and research were provided. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2014/4