A multilevel analysis of the effects of external rewards on elementary students' motivation,engagement and learning in an educational game

This study investigated the effects of external rewards on fifth graders' motivation, engagement and learning while playing an educational game. We were interested in exploring whether the feedback-rich environment of the game could mitigate the predicted negative effects of external rewards. Data of students' engagement and learning were collected and analyzed at multiple levels. A quasi-experimental design was used to examine the effect of external rewards in one group (n = 50) compared to a control group without such rewards (n = 56). According to the results, the external rewards did not undermine students' motivation (e.g., at proximal and distal levels), however they did not foster disciplinary engagement. On the other hand, students in the reward condition showed significantly larger gains in conceptual understanding (proximal) and non-significantly larger gains in achievement (distal). These results suggest that the predicted negative consequences of external rewards may be addressed in this new generation of learning environments. Future research and contributions of the study are provided.     

The effects of winning and losing on social presence in team-based digital games

Social play is an increasingly important constituent of the digital game experience. Though there is a growing understanding of how the social context influences the experience of playing, there is little known about how the experience of play influences the social experience. Specifically, it is not even known whether winning or losing affects a player's sense of social presence with their co-players. This paper provides the results of two studies aiming to explore this interaction. The first study is a lab-based study that looked at whether social presence varied in collocated teams playing team-based games depending on whether they won or lost. The second study is a user experience survey which measured how variables in the context of gameplay affected social presence across a number of team-based online games. The results of both studies show that when teams lose, the negative impact on social presence is greater within teams than between the competing teams. This has implications for how studies in this area should be analysed and also, through consideration of individual games, suggests that mechanisms in the games may lead to the reduced social presence.     

Putting yourself in someone else's shoes: The impact of a location-based,collaborative role-playing game on behaviour

The goal of this study was to probe the effectiveness of a mobile game-based learning approach in modifying behavioural outcomes and competence. The experiment was set against the background of low rates of laymen providing CPR during sudden cardiac arrests. A post-test control group design was used to contrast and evaluate the effects of the two different types of learning. Two hundred two students were randomly assigned to two conditions, a game-based variant simulating an emergency situation (experimental group), and an instruction-based approach (control group). After the intervention participants completed a questionnaire assessing self-prediction, self-efficacy, attitude, subjective norm, empathy and competence. The largest arguably significant difference between the two groups showed in self-prediction and capacity beliefs. Results further revealed a positive relationship between self-prediction and the variables attitude and self-efficacy. The type of scenario did not translate into the other concepts we assessed, though, and results were inconclusive regarding the effectiveness of the type of learning scenario and CPR knowledge. We explain the small effect size partly by the experimental procedure and the design of the game intervention, which is discussed in the course of this article.     

The effects of scent and game play experience on memory of a virtual environment

Scent has been well documented as having significant effects on emotion (Alaoui-Ismaili in Physiol Behav 62(4):713–720, 1997; Herz et al. in Motiv Emot 28(4):363–383, 2004), learning (Smith et al. in Percept Mot Skills 74(2):339–343, 1992; Morgan in Percept Mot Skills 83(3)(2):1227–1234, 1996), memory (Herz in Am J Psychol 110(4):489–505, 1997) and task performance (Barker et al. in Percept Mot Skills 97(3)(1):1007–1010, 2003). This paper describes an experiment in which environmentally appropriate scent was presented as an additional sensory modality consistent with other aspects of a virtual environment called DarkCon. Subjects’ game play habits were recorded as an additional factor for analysis. Subjects were randomly assigned to receive scent during the VE, and/or afterward during a task of recall of the environment. It was hypothesized that scent presentation during the VE would significantly improve recall, and that subjects who were presented with scent during the recall task, in addition to experiencing the scented VE, would perform the best on the recall task. Skin-conductance was a significant predictor of recall, over and above experimental groups. Finally, it was hypothesized that subjects’ game play habits would affect both their behavior in and recall of the environment. Results are encouraging to the use of scent in virtual environments, and directions for future research are discussed. The project described herein has been sponsored by the US Army Research, Development, and Engineering Command (RDECOM). Statements and opinions expressed do not necessarily reflect the position or the policy of the US Government; no official endorsement should be inferred.     

Electronic books versus adult readers: effects on children's emergent literacy as a function of social class

Abstract  We compared the effects of children's reading of an educational electronic storybook on their emergent literacy with those of being read the same story in its printed version by an adult. We investigated 128 5- to 6-year-old kindergarteners; 64 children from each of two socio-economic status (SES) groups: low (LSES) and middle (MSES). In each group, children were randomly assigned to one of three subgroups. The two intervention groups included three book reading sessions each; children in one group individually read the electronic book; in the second group, the children were read the same printed book by an adult; children in the third group, which served as a control, received the regular kindergarten programme. Pre- and post-intervention emergent literacy measures included vocabulary, word recognition and phonological awareness. Compared with the control group, the children's vocabulary scores in both intervention groups improved following reading activity. Children from both interventions groups and both SES groups showed a similarly good level of story comprehension. In both SES groups, compared with the control group, children's phonological awareness and word recognition did not improve following both reading interventions. Implications for future research and for education are discussed.     

The role of a location-based city exploration game in digital placemaking

ABSTRACT

Many digital technologies, such as social media, community systems, and public displays, have been studied to explore how people engage with each other in their community. Yet little is known about how one form of technology, location-based games (LBGs), can support urban residents in community awareness, city exploration, and placemaking as they navigate spaces and places in their cities. To explore this topic, we investigated the challenges urban residents faced in finding information about their community along a transit network. We then designed, developed, and evaluated an LBG called City Explorer that supports city exploration using gamification and the viewing and sharing of community information. We found that residents valued the fun, competition, and rewards afforded through play in public spaces, creating opportunities for placemaking through location services and knowledge sharing. Players also wanted additional knowledge about their transit commutes, including data about the frequency and routines of their transit rides. Collectively, such ridership data offers potential for smart city initiatives and illustrates that careful design considerations are required to balance people’s needs for play, personal data, privacy, and community information acquisition.     

A game for emotional regulation in adolescents: The (body) interface device matters

The aim of this study is to evaluate the role of the type of interface device in the efficacy of a serious game that teaches emotional regulation (ER) strategies in a non-clinical sample of adolescents. We conducted a between-participants experiment in which participants (N = 61) played a frustration induction game, and then an ER game (a breathing strategy game), using one of three types of devices (computer, smartphone, and RGB-D camera). Frustration mood and perceived arousal were the main variables measured. Results revealed a significant interaction between moment (pre-induction phase, post-induction phase, and regulation phase) and the type of interface device used in the frustration mood scores. In participants who used the computer and smartphone, frustration increased after the induction phase and decreased after the regulation phase. However, for participants who used the RGB-D camera, frustration decreased significantly after the induction phase, and this change was maintained after the regulation phase. Changes in arousal were similar with the three devices. This study highlights that the type of interface device (and specifically, the participation of the body) is a crucial variable in the efficacy of serious games affecting users’ emotional experience.     

The use of virtual environments based on a modification of the computer game Quake III Arena in psychological experimenting

We investigated whether newly developed virtual 3D environments (VEs) based on a modification of the computer game Quake III Arena^® are suitable for psychological experimenting. Internal validity of data collected in VEs may be threatened due to a priori individual differences in general performance in VE navigation and in susceptibility to cybersickness. The main question was whether individual differences in performance can be diminished by means of training. Additionally, the susceptibility of different subsamples to cybersickness when moving within VEs was examined. 85 participants took part in an experiment where they had to fulfill simple tasks in three VEs. Navigation performance was measured as the time participants needed to make their way through the VEs. Differences in navigation performance between different levels of experience were diminished by training, indicating that internal validity can be obtained. A classification tree reveals that game-inexperienced female participants aged over 31 years have the highest risk of experiencing cybersickness. VEs based on modifications of computer games seem to be an extremely promising and inexpensive possibility for the administration of psychological experiments.     

Who but not where: The effect of social play on immersion in digital games

The majority of digital games available today offer a variety of multi-player settings including co-located and mediated play between opponents. Immersion, the sense of being “in the game,” is one of the key components of the gaming experience but existing literature suggests that social play provides more fun but less immersion. There is however little empirical support for this. This paper therefore addresses the question: how does playing digital games in a social situation alter the sense of immersion felt by the individuals playing? This paper presents three experiments that test the relationship between social setting and immersion. The three experiments aim to manipulate the social setting in which players play, be it against a computer, against a person online or against a co-located person. Overall the three experiments show that players are more immersed when playing against another person rather than playing against a computer but there is no significant difference in immersion whether the other person is online or in the same room. This refutes previous claims about social play reducing immersion and indeed that social play enhances the sense of being in the game where interaction is through the game.     

How to ameliorate negative effects of violent video games on cooperation: Play it cooperatively in a team

The present research tests the idea that playing a team-player video game in which players work together as teammates and assist each other in achieving a common goal ameliorates the negative effects of violent video game play on cooperative behavior. In fact, two studies revealed that, relative to a single-player mode, playing a cooperative team-player violent video game increased cooperation in a decision dilemma task. Importantly, cooperative behavior generalized across targets in that the decision dilemma was played with a partner who was not the video game play partner. Mediation analyses revealed that cooperative team-play promoted feelings of cohesion, which activated trust norms, which in turn increased cooperative behavior.     

Perceived interactivity leading to e-loyalty: Development of a model for cognitive–affective user responses

Novel applications of website interactivity are important to attract and retain online users. In this empirical study five designs for interactivity are examined using different web-poll interfaces. The goal of the investigation is to examine perceived interactivity in a model which includes most commonly tested cognitive elements such as efficiency and effectiveness, but augments this model with the inclusion of a cognitive–affective element for trust, and an affective element of enjoyment. More specifically, a model is created to validate the relationship of perceived interactivity (comprised of user control, user connectedness, and responsiveness of the web-poll application) to efficiency, effectiveness, trust and enjoyment, of the website. In turn, efficiency, effectiveness, trust, and enjoyment are tested for their influence on user behavioral intentions for e-loyalty. All relationships in the model are supported. In addition, exploratory evaluation of qualitative comments is conducted to investigate additional insights between the five web-poll treatments in this investigation. The research confirms the complexity of a model in which cognitive, cognitive–affective and affective elements are present, and advances knowledge on the consequences of perceived interactivity. In additional to theoretical advancements, the research has merit for web designers and online marketers regarding how to enhance interactive online web applications.     

Goal setting outcomes: Examining the role of goal interaction in influencing the experience and learning outcomes of video game play for earthquake preparedness

Video game goals are important features of video games. Player’s interaction with goals can not only shape the gaming experience by evoking cognitive and affective reactions in players, but also lead to learning outcomes. However, there are few empirical studies on the effects of interacting with game goals, and no previous research has manipulated goal setting. In two experimental studies, participants were randomly assigned to one of the following five conditions: self-set goal repetitive play, assigned goal repetitive play, no-set goal repetitive play, no-set goal single play, and no play. Results show that playing earthquake preparedness video games generates significant learning outcomes; playing repeatedly with self-set goals yields greater learning compared to playing once with no-set goals or not playing; and cognitive reactions mediates the relation between goal interaction and learning. Implications of the results for the design and evaluation of future video games for learning are explored.     

A cube to learn: a tangible user interface for the design of a learning appliance

In this paper we introduce the design and development of the Learning Cube as a novel tangible learning appliance. Using the common shape of a cube we implemented a general learning platform that supports test based quizzes where questions and answers can be text or image based. Exploiting the physical affordances of the cube and augmenting it with embedded sensors and LCD displays placed on each face, we present different learning appliances as playful learning interfaces for children. Based on the initial observations of the experience with children, we argue that breaking conventions about how a computer has to look like, and providing children with a playful interface is a promising approach to embed and integrate technology into children’s everyday context and activities.     

A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge

The purpose of this study was to investigate the effects of type of question prompt and level of prior knowledge on non-routine mathematical problem solving. A computer game was blended within the pattern reasoning tasks, along with question prompts, in order to demonstrate and enhance the connections between viable problem-solving strategies and the content knowledge in a visible manner. Seventy-eight 9th graders from two classes in a public junior high school participated in the 6-week experimental instruction. Participants were randomly assigned to the specific-prompt group and the general-prompt group to receive the one-hour weekly treatment. The results revealed that (a) the interaction of question prompts and prior knowledge was not significant, and (b) for the problem-solving performances, the specific-prompt group outperformed the general-prompt group and the high prior-knowledge group outperformed the low prior-knowledge group. Further, students receiving specific prompts outperformed those receiving general prompts in the problem-solving performance: reasoning for two variables. Students with high prior knowledge outperformed those with low prior knowledge in the two problem-solving performances: reasoning for one variable and reasoning for two variables. It was also found that prior knowledge and comprehensive mathematical ability were important predictors for the two problem-solving performances: reasoning for one variable and reasoning for two variables. However question prompts and mathematics attitude were not significant predictors for predicting the problem-solving performance of reasoning for one variable. Lastly, implications for these results and recommendations for future research were discussed.     

Individual differences in response to cognitive training: Using a multi-modal,attentionally demanding game-based intervention for older adults

The effectiveness of a game-based cognitive training intervention on multiple abilities was assessed in a sample of 39 older adults aged 60–77. The intervention task was chosen based on a cognitive task analysis designed to determine the attentional and multi-modal demands of the game. Improvements on a measure of attention were found for the intervention group compared to controls. Furthermore, for the intervention group only, initial ability scores predicted improvements on both tests of attention and spatial orientation. These results suggest cognitive training may be more effective for those initially lower in ability.     

Digital storytelling in Bhutan: A qualitative examination of new media tools used to bridge the digital divide in a rural community school

This qualitative study examines the use of digital storytelling as an instructional intervention for bridging the digital divide among public school students in rural Bhutan. Primary participants for the study included elementary school children who had never been previously exposed to computer technology and were recipients of a donated classroom set of laptops. Results demonstrated how technology instruction and infrastructure inherently positions ethical and cultural differences between researchers, education personnel, school children and their families. The use of English became an inadvertent gatekeeper for who was chosen to participate in the classroom laptop program. Another major finding examines how Bhutan’s social awareness for “Gross National Happiness” is inherently juxtaposed in contrast to Western perceptions of modernity and progress. Educators and administrators concerned about initial technology instruction in developing regions should find this study informative.     

The need to achieve: Players' perceptions and uses of extrinsic meta-game reward systems for video game consoles

Microsoft's Xbox and Sony's PlayStation overlay achievement and trophy systems onto their video games. Though these meta-game reward systems are growing in popularity, little research has examined whether players notice, use, or seek out these systems. In this study, game players participated in focus groups to discuss the advantages and disadvantages of meta-game reward systems. Participants described the value of meta-game reward systems in promoting different ways to play games, giving positive feedback about game play, and boosting self-esteem and online and offline social status. Participants discussed completionists, or gamers that want to earn all of the badges associated with the meta-game. Though self-determination theory and its subtheory cognitive evaluation theory suggest that extrinsic rewards might harm players' intrinsic motivation, our findings suggest players may see these systems as intrinsically motivating in this context. The implications of rewards systems for motivation, video game habits, and internet gaming disorder are discussed.     

The effects of age group,interface type,and key area of mobile phones on game playing performance,usability, and visual fatigue: A case study of a rhythm game

This study investigated the effects of age group, interface type, and key area on accuracy, usability, the change of critical fusion frequency, and subjective visual fatigue in Taiko no Tatsujin game playing. Four groups divided by age (young adult, adult, middle‐aged adult, and senior citizen), two types of interface (solid and touch), and two types of key areas (approximately 1.1 and 0.6 cm²) were investigated in the experiment. The results showed significant differences for age group on accuracy, especially for young adults and senior citizens. The solid interface demonstrated better accuracy and usability and less subjective visual fatigue than the touch interface. The approximately 1.1 cm² key indicated better performance than the 0.6 cm² key in all indexes. It is inferred that the solid interface with the 1.1 cm² key had better performance. Therefore, mobile phones with a larger key area are more suitable for game playing.     

A cluster-randomized trial measuring the effects of a digital learning tool supporting decoding and reading for meaning in grade 2

A large-scale, cluster-randomized controlled field trial (N_classrooms = 47; N_students = 1,013) assessed the impact of a digital text-to-speech reading material that supported 8-year-olds’ decoding and reading comprehension. An active control group used the most prevalent Danish learning material with a research-based systematic, explicit phonics approach supporting primarily decoding. The digital tool allows children to read unfamiliar text for meaning. Students are supported in mapping between orthography and phonology by three levels of text-to-speech support and in identifying spelling patterns. The risk of students overusing text-to-speech was countered by postponing access to having words read aloud by directing students towards identifying and training relevant orthographic patterns before activating text-to-speech. Results showed no statistically significant difference in decoding, but treatment improved reading comprehension. The study demonstrates how digital tools can facilitate strengthening students' decoding skills as efficiently as a traditional phonics-based programme while students are reading text of relatively high orthographic complexity for meaning.