|Published online: March 12, 2014||$US5.00|
Although games are most often thought as pure entertainment they can also be powerful learning tools. During the past decades, many attempts have been made to investigate the surplus value of game based learning compared to more conventional learning environments. For example Prensky (2005) points out two key reasons to use games for learning. First our learners have changed radically and second these learners need to be motivated in new ways. To be able to answer to these challenges educators must be able to implement learning games that are fun, engaging, and above all support learning. The aim of the paper is to find out the characteristics of the educational games that motivates student and increases their perceived enjoyment. In this paper two totally different kinds of learning games (a document-based and a real computer game) are played by undergraduate university students. Perceived enjoyment of the games is analyzed using an eGameFlow model (Fu et al. 2009). The outcome of the study is giving us valuable information about how different elements of the model (concentration, challenge, skills, control, clear goals, feedback, immersion, and social interaction) affects to the students’ subjective judgments and learning motivation.
|Keywords:||Game-based Learning, Online Learning|
International Journal of Assessment and Evaluation, Volume 20, Issue 2, March 2014, pp.57-62. Article: Print (Spiral Bound). Published online: March 12, 2014 (Article: Electronic (PDF File; 662.409KB)).
Principal lecturer, School of engineering, Mikkeli University of Applied Sciences, Mikkeli, Finland