تقرير
Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education
| العنوان: | Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education |
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| المؤلفون: | López-Fernández, Daniel, Gordillo, Aldo, Pérez, Jennifer, Tovar, Edmundo |
| المصدر: | IEEE Transactions on Education, Volume 66, Issue 4, 2023 |
| سنة النشر: | 2024 |
| المجموعة: | Computer Science |
| مصطلحات موضوعية: | Computer Science - Computers and Society |
| الوصف: | Contribution: This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-to-face and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group). Background: Serious video games have been proven effective at computer science education, however, it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been explored. Research Questions: Are teacher-authored educational video games effective in terms of learning and motivation for computer science students? Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format? Methodology: A quasi-experiment has been conducted by using three instruments (pre-test, post-test, and questionnaire) with the purpose of comparing the effectiveness of game-based learning in face-to-face and online formats. A total of 321 computer science students played a teacher-authored educational video game aimed to learn about software design. Findings: The results reveal that teacher-authored educational video games are highly effective in terms of knowledge acquisition and motivation both in face-to-face and online formats. The results also show that some students' perceptions were more positive when a face-to-face format was used. Comment: 10 pages, 3 figures. Accepted version of a journal article published in IEEE Transactions on Education |
| نوع الوثيقة: | Working Paper |
| DOI: | 10.1109/TE.2023.3241099 |
| URL الوصول: | http://arxiv.org/abs/2407.07762 |
| رقم الأكسشن: | edsarx.2407.07762 |
| قاعدة البيانات: | arXiv |
| DOI: | 10.1109/TE.2023.3241099 |
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