Assessment of Game-based learning systems:A Human Factor Perspective

• Main Authors: Pei-Ren Huang, 黃霈仁
• Other Authors: Sherry Y. Chen
• Format: Others
• Language: en_US
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/52728404944419871379

碩士 === 國立中央大學 === 網路學習科技研究所 === 100 === In the past decades, game-based learning has been widely applied by educational institutes as an effective learning tool because it can provide many benefits to students’ learning. However, previous researches also indicated that game-based learning possesses some problems, such as the increase of learners’ cognitive overload. However, not all of learners can overcome these problems. Thus, whether game-based learning approach is suitable for all learners is inconclusive. In this vein, the research presented in this dissertation aims to examine how human factors affect learners’ responses to design features provided by game-based learning by conducting two empirical studies. Study One examines the influences of human factors (i.e., gender differences, prior knowledge and cognitive styles) on learners’ preferences for general game design features while Study Two investigates how human factors influence learners’ reactions to design features provided by two particular games, i.e. Machinarium and CSI: Web Adventures. A data mining approach was applied to explore the relationship between human-factors and learners’ reactions in this research. The results showed that human factors play an important role in the learners’ reactions to game-based leaning. In brief, males tended to play a game with a high level of difficulties and ignored additional support provided by games while females showed an opposite preference. Moreover, learners with high levels of FPG and EPG attempted to ignore the text-based hints in games while learners with low levels of FPG and EPG need more hints to help them play the game. Finally, a framework was developed to summarize the findings of these two studies. The ramework can be applied to support designers and instructors to choose suitable design features for each learner based on his/her characteristics.