بهبود دستورالعمل ها در بازی های کامپیوتری آموزشی
Abstract
1- Introduction
2- Method
3- Results
4- Discussion
5- Conclusion
References
Abstract
We explored the relationship between goal specificity, flow experience and learning outcomes in educational computer games (ECGs). Our first aim was to analyze how goal specificity affects learning performances and reading activities in an ECG. Our second aim was to assess the effects of flow experience on learning with an ECG. Concerning our first aim, results indicated that a nonspecific goal, as opposed to one that is specifically defined in the task, enhances comprehension, but not memorization. It also affects reading strategies, leading to less scrolling back. Concerning our second aim, results highlighted a beneficial influence of flow experience on both memorization and comprehension. We did not observe any effect of goal specificity on flow experience. The results for goal specificity are discussed with respect to the dual space and cognitive load explanations. The relevance of using flow experience to assess motivation in ECGs is also addressed.
Introduction
Educational computer games (ECGs) are intended to promote learning while creating appealing experiences for learners. More specifically, their main purpose is to support digital game-based learning, which refers to competitive activities intended to bring about a substantial change in a learner’s knowledge or skills (Mayer, 2014a). Many authors have attempted to define ECGs (e.g., Clark & Mayer, 2008; Erhel & Jamet, 2015; Michael & Chen, 2006; Vogel et al., 2006; Wouters, van Nimwegen, van Oostendorp, & van der Spek, 2013). According to Prensky (2001), this medium can be seen as balancing serious learning and interactive entertainment. Mayer (2014a) proposed a more accurate definition, resting on five main characteristics: 1) games are rule based, in that they represent a simulated system based on causal rules that players can master; 2) games are responsive, in that they respond promptly and clearly to players’ actions; 3) games are challenging, in that they offer appropriate challenges, provide opportunities for successfully performing difficult tasks; 4) games are cumulative, in that they reflect the players’ previous actions and allow them to assess their progress toward goals; and 5) games are inviting, in that they are fun to play, interesting and appealing, thereby motivating players to keep on playing. Research on ECGs can be divided into three approaches (Mayer, 2014a): a cognitive consequence approach focusing on what is learned from playing computer games; a media comparison approach investigating whether people learn better when the game is on a computer rather than in a conventional medium (see Nimwegen, van Oostendorp, & van der Spek, 2013, for a review) and the added-value approach assessing how various features of a game can affect learning and motivation. Regarding the latter, ECGs contain game features that are used to motivate learners to engage in game playing, and instructional features that are intended to foster appropriate cognitive processes during game playing.