کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6834967 | 618174 | 2015 | 33 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety
ترجمه فارسی عنوان
مقایسه حالت های متحرک و استاتیک در گیم پلی آموزشی در مورد علاقه کاربر، عملکرد و اضطراب گیم پلی
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کلمات کلیدی
تحصیلات ابتدایی، انسان رابط کاربری کامپیوتر بهبود آموزش در کلاس درس، محیط یادگیری تعاملی، رسانه در آموزش و پرورش،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
To compare the perception of animated to static mode of gameplay and how it affects the emotional state and performance of playing, this study designed two games, Chinese idiom string up game (CISUG) and Chinese idiom fishing game (CIFG). Seven classes with a total of 238 students were invited to participate in CIFG, and six classes with a total of 211 students were recruited for CISUG. All participants were 5th and 6th grade elementary school students. Performance achievement, interest level and gameplay anxiety were statistically examined using paired sample t-tests. The results revealed that the static mode fostered better performance. In addition, interest was found to be better maintained in the static mode than in the animated mode, but there was no difference between the two types of game modes in respect of gameplay anxiety. However, for both modes, gameplay anxiety did decrease slightly upon subsequent playing, though it did not reach a level of statistical significance. The results suggest that in educational game design, the use of static rather than animated modes should be considered when the objective is to help students achieve better performance in a competitive setting.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 88, October 2015, Pages 109-118
Journal: Computers & Education - Volume 88, October 2015, Pages 109-118
نویسندگان
Jon-Chao Hong, Min-Pei Lin, Ming-Yueh Hwang, Kai-Hsin Tai, Yen-Chun Kuo,