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Journal Article

Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience  pp199-208

Frederik De Grove, Jan Van Looy, Joyce Neys, Jeroen Jansz

© Jul 2012 Volume 10 Issue 2, Special ECGBL Issue, Editor: Dimitris Gouscos, pp159 - 256

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Abstract

The goal of this study is to gain insight into the effects of context on educational game experience. Using a quasi‑experimental setup, it compares the playing and learning experiences of adolescent players of the awareness‑raising game PING in a domestic (N=135) and a school (N=121) context. Results indicate that both gaming (identification, enjoyment) and learning experiences are more intense in a home compared to a school context. However, all of the variance in gaming and part of that in learning experience are caused by longer playing times and better computer equipment. Moreover, the overall impact of context on perceived learning is significantly smaller than that of other experiential factors such as identification and enjoyment. Thus context should be considered as a significant yet relatively small determinant of learning experience.

 

Keywords: context, serious games, game-based learning, situated play, game experience

 

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Journal Issue

Volume 10 Issue 2, Special ECGBL Issue / Jul 2012  pp159‑256

Editor: Dimitris Gouscos

View Contents Download PDF (free)

Keywords: activity theory, alternative approaches, budget constraints, chemistry, classroom culture, collaboration, communities of practice, complex systems, connectivism, constructionist and inquiry-based learning, context, dialog, digital educational games, digital games, emotion, epistemological beliefs, formal learning, game development, game experience, game-based learning, games, half-baked microworlds, identity, inquiry, leadership, MMOGs, MMORPGs, modelling, motivation, non-invasive assessment, pedagogical issues, performance, play, problem representation, self-organization, serious games, situated play, sustainability, teacher’s role, theory, virtual teams,

 

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