Children's engagement during digital game-based learning of reading: The effects of time,rewards, and challenge |
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| Affiliation: | 1. Agora Center, P.O. Box 35, University of Jyväskylä, FI-40014 Jyväskylä, Finland;2. Department of Mathematical Information Technology, P.O. Box 35, University of Jyväskylä, FI-40014 Jyväskylä, Finland;3. Department of Psychology, P.O. Box 35, FI-40014 University of Jyväskylä, FI-40014 Jyväskylä, Finland;1. The Graduate Center, CUNY, USA;2. Teacher''s College, Columbia University, USA;3. CREATE Lab, New York University, USA;1. Department of Industrial Education and Technology, National Changhua University of Education, No. 1, Jin-De Road, Changhua, Taiwan;2. Program of Organizational Learning and Instructional Technology, University of New Mexico, MSC 05 3020, 1 University of New Mexico, Albuquerque, NM 87131-0001, United States;1. University at Albany, SUNY, The Institute for Informatics, Logics, and Security Studies, Room 262, Social Science Building, 1400 Washington Avenue, Albany, NY 12222, USA;2. Colorado State University, Department of Journalism and Technical Communication, Clark C-218, CD 1785, Fort Collins, CO 80523, USA;3. Syracuse University, School of Information Studies, 220 Hinds Hall, Syracuse, NY 13244, USA;4. University of Arizona, Department of Communication and School of Government and Public Policy, 1103 E. University Blvd., Communication Building #25, Room 211, Tucson, AZ 85721, USA;5. Colorado State University, Department of Psychology, Fort Collins, CO 80525, USA;6. Colorado State University, School of Education, 244 Education Building, Fort Collins, CO 80525, USA;7. Temple University, Department of Media Studies and Production, 2020 N. 13th St., Annenberg Hall, Room 203a, Philadelphia, PA 19122, USA;8. 1st Playable Productions, 5 Third Street, Suite 300, Troy, NY 12180, USA;1. Department of Management, Economics and Industrial Engineering (DIG), Politecnico di Milano, via R. Lambruschini4/b, 20156 Milan, Italy;2. HighSkillz Ltd, F4 Admirals Offices, Main Gate Road, The Historic Dockyard Chatham, ME4 4TZ Kent, United Kingdom;3. Department of Industrial Management, SINTEF Technology and Society, P.O. Box 4760 Sluppen, NO-7465 Trondheim, Norway |
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| Abstract: | This study investigated the effects of two game features (the level of challenge and the reward system) on first and second graders' engagement during digital game-based learning of reading. We were particularly interested in determining how well these features managed to maintain children's engagement over the 8-week training period. The children (N = 138) used GraphoGame, a web-based game training letter–sound connections, at home under the supervision of parents. Data regarding the children's gaming and engagement were stored on the GraphoGame online server. A 2 × 2 factorial design was used to investigate the effects of the level of challenge (high challenge vs. high success) and the presence of the reward system (present vs. absent). Children's engagement was measured by session frequency and duration and through an in-game self-report survey that was presented at the end of the each session. According to the results, the children enjoyed GraphoGame but used it less frequently than expected. The reward system seemed to encourage the children to play longer sessions at the beginning of the training period, but this effect vanished after a few sessions. The level of challenge had no significant effect on children's engagement. The results suggest a need to investigate further the effectiveness of various game features in maintaining learner's engagement until the goals set for learning are achieved. |
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| Keywords: | Elementary education Evaluation methodologies Evaluation of CAL systems Interactive learning environments |
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