The Role of Pre-Game Learning Attitude in the Prediction to Competitive Anxiety, Perceived Utility of Pre-Game Learning of Game, and Gameplay Interest

Autor/inn/en	Hong, Jon-Chao; Hwang, Ming-Yueh; Liu, Yeu-Ting; Lin, Pei-Hsin; Chen, Yi-Ling
Titel	The Role of Pre-Game Learning Attitude in the Prediction to Competitive Anxiety, Perceived Utility of Pre-Game Learning of Game, and Gameplay Interest
Quelle	In: Interactive Learning Environments, 24 (2016) 1, S.239-251 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2013.841263
Schlagwörter	Educational Games; Prediction; Anxiety; Competition; Teaching Methods; Interests; Factor Analysis; Structural Equation Models; Attitude Measures; Predictor Variables; Learning Strategies; Correlation; Foreign Countries; Surveys; Statistical Analysis; Hypothesis Testing; Elementary School Students; Junior High School Students; Taiwan + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Vorhersage; Angst; Wettkampf; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsinteresse; Faktorenanalyse; Prädiktor; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation; Ausland; Survey; Umfrage; Befragung; Statistische Analyse; Hypothesenprüfung; Hypothesentest; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin
Abstract	Educational games can be viewed in two ways, "learning to play" or "playing to learn." The Chinese Idiom String Up Game was specifically designed to examine the effect of "learning to play" on the interrelatedness of players' gameplay interest, competitive anxiety, and perceived utility of pre-game learning (PUPGL). Data from 288 subjects were validated and analyzed using confirmatory factor analysis and structural equation modeling. Results indicated that players' pre-game learning attitude (PGLA) served positively to predict participants' gameplay interest and reflected a higher level of PUPGL of learning gameplay. PGLA was negatively correlated to competitive anxiety but was not significantly associated with players' PUPGL of learning gameplay. These results implied that by enhancing players' willingness to learn before engaging in a competitive game can contribute to increased gameplay interest and reduced competitive anxiety, thereby reinforcing the benefits of educational games. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01