Learning with quizzes, simulations, and adventures: Students' attitudes, perceptions and intentions to learn with different types of serious games.

Autor/inn/en	Riemer, Valentin; Schrader, Claudia
Titel	Learning with quizzes, simulations, and adventures: Students' attitudes, perceptions and intentions to learn with different types of serious games. Gefälligkeitsübersetzung: Lernen mit Tests, Simulationen und Abenteuern: Einstellungen, Wahrnehmungen und Absichten von Schülern zum Lernen mit unterschiedlichen Arten von Serious Games.
Quelle	In: Computers & education, (2015) 88, S. 160-168Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0360-1315; 1873-782X
DOI	10.1016/j.compedu.2015.05.003
Schlagwörter	Einstellung (Psychologie); Wahrnehmung; Lehrer; Lernen; Computerspiel; Intention; Simulation; Testen
Abstract	Developed and tested a measurement of students' attitudes, perceptions, and intentions to learn with three different types of serious games: quizzes, simulations, and adventures. A total of 811 students (480 female; aged 17-43 years) participated in a pretest or one of the two main studies. Study 1 revealed high reliability and convergent validity for the developed measure. Study 2 tested a revised instrument with respect to it's equivalence for the different types of games, and also with respect to gender differences in scores. The results demonstrate positive attitudes, positive cognitive perceptions, and high positive and low negative affective perceptions of students toward learning with serious games. A multivariate analysis of variance revealed game-type-specific differences. Specifically, simulations were perceived as more supportive of knowledge comprehension and application, but promoted less positive affect. Females reported a more positive attitude and higher perceptions of positive affective quality than males for all three game types. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3