Literaturnachweis - Detailanzeige
| Autor/inn/en | Lopez-Fernandez, Daniel; Gordillo, Aldo; Perez, Jennifer; Tovar, Edmundo |
|---|---|
| Titel | Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education |
| Quelle | In: IEEE Transactions on Education, 66 (2023) 4, S.360-368 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Lopez-Fernandez, Daniel) ORCID (Gordillo, Aldo) ORCID (Perez, Jennifer) ORCID (Tovar, Edmundo) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0018-9359 |
| DOI | 10.1109/TE.2023.3241099 |
| Schlagwörter | Computer Science Education; Game Based Learning; Online Courses; In Person Learning; Video Games; Comparative Analysis; Teacher Developed Materials; Instructional Effectiveness; Programming; Learning Processes; Learning Motivation; Teaching Methods |
| Abstract | Contribution: This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-to-face and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group). Background: Serious video games have been proven effective at computer science education, however, it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been explored. Research Questions: Are teacher-authored educational video games effective in terms of learning and motivation for computer science students? Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format? Methodology: A quasi-experiment has been conducted by using three instruments (pre-test, post-test, and questionnaire) with the purpose of comparing the effectiveness of game-based learning in face-to-face and online formats. A total of 321 computer science students played a teacher-authored educational video game aimed to learn about software design. Findings: The results reveal that teacher-authored educational video games are highly effective in terms of knowledge acquisition and motivation both in face-to-face and online formats. The results also show that some students' perceptions were more positive when a face-to-face format was used. (As Provided). |
| Anmerkungen | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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