Comparison Between Two Types of Educational Computer Games

Timothy Dedeaux and Taralynn Hartsell

Simulation & Gaming, 2018, vol. 49, issue 6, 661-674

Abstract: Background . Educational computer games can enhance learner engagement and content knowledge gain . Video games based on Malone ’s theory of game design that involve challenge, fantasy, and curiosity can help improve learning. Aim . The purpose of the study is to compare differences between two drill-and-skill games to learn French phrases. Variables examined were student engagement , content knowledge gain , and demographical implications (e.g., gender, minority status, and socio-economic status). One of the games in the study meets Malone’s theory of game design. Method . This quasi-experimental study divides participants into two groups, each playing a different type of drill-and-skill game. Instruments to collect data include a pre- and post-test on French phrases and a digital game engagement questionnaire. Participants receive a short instructional session, game play time, and instruments to complete. Results . No significant results have been found in content knowledge gain and engagement between participants in the pre- and post-tests. A slight difference in relation to minority status has been discovered. Feedback from the participants show a positive response toward the games, except that some distraction and technicality have interfered with their learning. Conclusion . Although results are inconclusive, drill-and-skill computer games can be a tool to enhance learning and provide student engagement.

Keywords: drill-and-skill; educational computer games; engagement; learning; Malone’s theory of game design (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:49:y:2018:i:6:p:661-674

DOI: 10.1177/1046878118778727

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