Exploring Learners' Sequential Behavioral Patterns, Flow Experience, and Learning Performance in an Anti-Phishing Educational Game

Autor/inn/en	Sun, Jerry Chih-Yuan; Kuo, Cian-Yu; Hou, Huei-Tse; Lin, Yu-Yan
Titel	Exploring Learners' Sequential Behavioral Patterns, Flow Experience, and Learning Performance in an Anti-Phishing Educational Game
Quelle	In: Educational Technology & Society, 20 (2017) 1, S.45-60 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Educational Games; Electronic Learning; Educational Technology; Elementary School Students; Learning Strategies; Program Effectiveness; Student Behavior; Pretests Posttests; Knowledge Level; Inferences; Foreign Countries; Computer Security; Crime; Internet; Comparative Analysis; Grade 5; Grade 6; Social Media; Questionnaires; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Unterrichtsmedien; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Student behaviour; Schülerverhalten; Wissensbasis; Inference; Inferenz; Ausland; Computervirus; Computersicherheit; Crimes; Delict; Delicts; Delikt; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Soziale Medien; Fragebogen; Statistische Analyse
Abstract	The purposes of this study were to provide a game-based anti-phishing lesson to 110 elementary school students in Taiwan, explore their learning behavioral patterns, and investigate the effects of the flow states on their learning behavioral patterns and learning achievement. The study recorded behaviour logs, and applied a pre- and post-test on phishing knowledge and a flow state measurement to analyze the learning process. The study used lag sequential analysis to infer the students' behavioural patterns. The results showed that the learning materials used in this study can enable learners' flow experience, whereby they can acquire anti-phishing knowledge through trial and error via a repeated "learning with gaming" behavioral pattern. We recommend that future educators and researchers on this topic appropriately increase the level of difficulty of the games used, and design learning materials with flexible difficulty based on learners' flow states. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01