Digital Game-Based Textbook vs. Traditional Print-Based Textbook: The Effect of Textbook Format on College Students' Engagement with Textbook Content outside of the Classroom

Autor/in	Thomas, Antonio Lamar
Titel	Digital Game-Based Textbook vs. Traditional Print-Based Textbook: The Effect of Textbook Format on College Students' Engagement with Textbook Content outside of the Classroom
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 16 (2017) 4, S.12-18 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Textbooks; Electronic Publishing; Textbook Content; Two Year College Students; Computer Games; Likert Scales; Time on Task; Observation; Effect Size; Multivariate Analysis; Printed Materials; Cognitive Processes; Comparative Analysis; Teaching Methods; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Elektronisches Publizieren; Lehrbuchtext; Computer game; Computerspiel; Computerspiele; Likert-Skala; Zeitaufwand; Beobachtung; Multivariate Analyse; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The relatively little amount of time that some college students spend reading their textbooks outside of the classroom presents a significant threat to their academic success. Using Prenksy's (2001) digital game-based learning (DGBL) principles and Astin's student involvement theory as frameworks, the purpose of this true experiment was to determine whether a significant difference in engagement, as indicated by mental effort and time on task, existed between college students who used a digital game-based textbook and students who used a traditional print-based textbook. A customizable digital game-based textbook designed using DGBL principles in a popular gaming genre embedded with textbook content identical to content in a traditional print-based textbook was used. Fifty-four undergraduate college students were randomly assigned to experimental and control groups. The results showed a statistically significant, Hotelling's T[superscript 2] (2,52) = 25.11, p<0.001, D[superscript 2] = 1.86 difference in engagement between participants in the experimental and control groups and a large overall effect size. Post hoc analyses indicated the digital game-based textbook group, exerted significantly greater mental effort (t = 2.38, p<0.001, d = 0.65) and spent significantly more time on task (t = 4.61, p < 0.025, d = 1.25) than the traditional print-based textbook group. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01