Videogame-Based Learning: A Comparison of Direct and Indirect Effects across Outcomes

Autor/in	Sanchez, Diana R.
Titel	Videogame-Based Learning: A Comparison of Direct and Indirect Effects across Outcomes
Quelle	(2017), (136 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Colorado State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-9689-1
Schlagwörter	Hochschulschrift; Dissertation; Video Games; Educational Games; Comparative Analysis; Outcomes of Education; Educational Research; Research Problems; Training Objectives; Instructional Effectiveness; Active Learning; Effect Size; Interaction; Interpersonal Relationship; Psychological Patterns + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Video game; Videospiel; Videospiele; Educational game; Lernspiel; Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; Forschungskritik; Training objectiv; Ausbildungsziel; Trainingsziel; Unterrichtserfolg; Aktives Lernen; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Recent years have shown a rise in the application of serious games used by organizations to help trainees learn and practice job related skills (Muntean, 2011). Some sources have projected a continued growth in the development and application of video games for novel purposes (Sanders, 2015). Despite the increasing use of video games for workplace training, there is limited research evidence to justify the use of video games for learning. Additionally, this research has generated mixed results on the utility of serious games (Guillen-Nieto & Aleson-Carbonell, 2012). One contribution of this study is a review of the research literature to understand why video game-based learning research is producing inconsistent results. From this review, I present several current challenges in the research literature that may be contributing to these inconsistencies; distinguishing video games from similar training media, identifying game characteristics, exploring the possible mechanisms in the training experience, differentiating training outcomes, and making accurate implications for research. The purpose of this study is to design and test a new approach to game-based learning research that would explore the context in which games are effective learning tools. This study tested and expanded the model from Garris et al.'s (2002) game-based learning I-P-O model to determine the extent to which one game characteristic (i.e., human interaction) influences two training outcomes (i.e., declarative knowledge and affective states), as well as the possible mechanisms through which this occurs. The present study found that active learning is a mechanism through which human interaction influences both declarative knowledge and affective states. Although the effect size was large for affective states, it was small for declarative knowledge. The mediating effect of active learning was greater for the relationship between human interaction and affective states than for the relationship between human interaction and declarative knowledge. I also found that perceived value mediates the relationship between human interaction and affective states. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01