Dizin Eklenmedi

An Examination of the Effect of Setting on Student Perceptions of Digital Writing Game Utility

Received: Accepted: Published:
DOI:10.15340/2148194611917Pages:15-22

Abstract


 

Digital games can potentially teach or reinforce a desired skill, such as academic writing, for learners of all ages.  Many researchers have asserted that digital games are effective to supplement instruction, but less has been said about learning from digital games outside the educational setting.  The purpose of this study was to examine how the context within which a digital game is used affects perceptions of the utility of the digital game.  Participants aged 18-22 played the game in one of two contexts – in situ (part of coursework) or in a computer lab without academic instruction.  A multivariate analysis of variance (MANOVA) was employed to examine the survey data, revealing significant differences in the perceptions of participants based on the context of play. Participants who played the game as part of a course curriculum perceived the utility of the game more favorably and useful than did those participants who played the game without instruction. Additionally, significant differences in perceptions were found between men and women and between ethnic and racial groups in relation to the setting. Limitations and implications for future research are discussed.

 

Keywords: Digital game-based learning, online learning, gender, ethnicity, online writing labs, higher education

Please purchase to download content


€4

Please purchase to download PDF


€4

References


 

Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Park, MA: Babson Survey Research Group.
 
Anderson-Inman, L. (1997). OWLs: Online writing labs. Journal of Adolescent & Adult Literacy, 650-654.
 
Cannon, W. W. (1981). Terrors and affections: students' perception of the writing process. Presented at the Annual Conference on College Composition and Communication. Dallas, TX.
 
Chapin, D.A., Xiao, D., Shi, M. (2014). Multimedia Online Writing Lab (OWL): Excelsior College 2012-2014 final report. Albany, NY: University at Albany/SUNY, The Evaluation Consortium.
 
Conley, D.T. (2008). Rethinking college readiness. New Directions for Higher Education, 2008 (144), 3-13.
http://dx.doi.org/10.1002/he.321
 
Dede, C. (2004). Enabling distributed-learning communities via emerging technologies. Conference of Society for Information Technology in Teacher Education (SITE), pp. 3-12. Charlottesville, VA: American Association for Computers in Education.
 
DiSalvo, B., Guzdial, M., Bruckman, A., & McKlin, T. (2014). Saving face while geeking out: Video game testing as a justification for learning computer science. Journal of the Learning Sciences, 23(3), 272-315.
http://dx.doi.org/10.1080/10508406.2014.893434
 
Dyer, R. (2013). Games in higher education: Opportunities, expectations, and challenges of curriculum integration. In S. de Freita, M. Ott, M. Popescu, & I. Stanescu (Eds.), New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration (39-59).Hershey, PA: IGI Global.
 
Entertainment Software Association 2011 Annual Report. Retrieved from http:// www. theesa.com/wp-content/uploads/2014/10/ESA_2011_Annual_Report.pdf
 
Excelsior College (Producer). (2014). Paper capers [digital game]. Available from http://owl.excelsior.edu/paper_capers/
 
Frederick, P. A. (2010).Using Digital Game-Based Learning to Support Vocabulary Instruction for Developmental Reading Students. Ann Arbor: MI
 
Fromkin, V., & Rodman, R. (1998). An introduction to language. (6th ed.). Orlando, FL: Harcourt Brace College Publishers.
 
Green, M. E., & McNeese, M. N. (2008). Factors that predict digital game play. The Howard Journal of Communications, 19(3), 258-272.
http://dx.doi.org/10.1080/10646170802218321
 
Griffiths, M., & Davies, M. N. (2002). Excessive online computer gaming: implications for education. Journal of Computer Assisted Learning, 18(3), 379-380.
http://dx.doi.org/10.1046/j.0266-4909.2002.00248.x
 
Hainey, T., Connolly, T., Stansfield, M., & Boyle, E. (2011). The differences in motivations of online game players and offline game players: A combined analysis of three studies at higher education level. Computers & Education, 57(4), 2197-2211.
http://dx.doi.org/10.1016/j.compedu.2011.06.001
 
Hayes, E. (2005). Woman, video gaming & learning: Beyond stereotypes. TechTrends: Linking Research & Practice to Improve Learning, 29(5), 23-28.
http://dx.doi.org/10.1007/BF02763686
 
Hitosugi, C. I., Schmidt, M., & Hayashi, K. (2014). Digital game–based learning (DGBL) in the L2 classroom: The impact of the UN's off-the-shelf videogame, Food Force, on learner affect and vocabulary retention. CALICO Journal,31(1), 19-39.
http://dx.doi.org/10.11139/cj.31.1.19-39
 
Huang, W. H. (2011). Evaluating learners' motivational and cognitive processing in an online game-based learning environment. Computers in Human Behavior, 27(2), 694-704.
http://dx.doi.org/10.1016/j.chb.2010.07.021
 
Huang, W., & Johnson, T. (2008). Instructional game design using cognitive load theory. Handbook of Research on Effective Electronic Gaming in Education, 1143-1165.
 
Jayasinghe, U., & Dharmaratne, A. (2011). Game-based learning approach to teach computer science concepts. Ubiquitous Learning: An International Journal, 3(3).
 
Johns, S. (2005). Everything bad is good for you: How today's popular culture is actually making us smarter. London: Allen Lane.
 
Jones, L. E. (2011). "Inside and Outside 1101: First-Year Student Perceptions of Academic Writing." Thesis, Georgia State University, 2011. Retrieved from http: //scholarworks.gsu. edu/english_theses/122
 
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. New York: Cambridge Books.
 
Manessis, D. (2011, October). Early childhood post-educated teachers' views and intentions about using digital games in the classroom. In European Conference on Games Based Learning (p. 753). Academic Conferences International Limited.
 
Means, C. Toyama, Y., Morphy, R., Bakia, M., & Jones, K. (2010). Online learning: A meta- analysis and review of online learning studies. Washington, DC: U.S. Department of Education,Office of Planning, Evaluation, and Policy Development.
 
Ntourlia, M., Gouscos, D., & Meimaris, M. (2010, December). TuxMath: Is it possible for a game to enhance multiplication skills? In Proceedings of the 4th European Conference on Games Based Learning (pp. 280-291). Academic Conferences Limited.
 
Ott, M., Stanescu, I.A., Popescu, M. M., & de Freitas, S. (2013). Game-enhanced learning: Priliminary thoughts on curriculum integration. In S. de Freita, M. Ott, M. Popescu, & I. Stanescu (Eds.), New Pedigogical Approaches in Game Enhanced Learning: Curriculum Integration (39-59). Hershey, PA: IGI Global.
 
Pacello, J. (2014). Integrating metacognition into a developmental reading and writing course to promote skill transfer: An examination of student perceptions and experiences. Journal of College Reading and Learning, 44(2), 119-140.
http://dx.doi.org/10.1080/10790195.2014.906240
 
Razak, A. A., Connolly, T., & Hainey, T. (2012). Teachers' views on the approach of digital games-based learning within the curriculum for excellence. International Journal of Game-Based Learning (IJGBL), 2(1), 33-51.
http://dx.doi.org/10.4018/ijgbl.2012010103
 
Rideout, V., Foehr, U. G., & Roberts, D. F., (2010). Generation M2: Media in the lives of 8-18 year-olds. Report. Menlo Park, CA: Henry J. Kaiser Family Foundation. Retrieved from http://kaiserfamilyfoundation files.wordpress.com/2013/04/8010.pdf
 
Sheridan, K. M., Clark, K., & Williams, A. (2013). Designing Games, Designing Roles A Study of Youth Agency in an Urban Informal Education Program. Urban Education, 48(5), 734-758.
http://dx.doi.org/10.1177/0042085913491220
 
Starks, G. (1989). Perceptions of writing by exceptional cases of adult returning women in a rural community college: Differences between persisters and leavers. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).
 
Swan, K. (2003). Learning effectiveness: What the research tells us. In J. Bourne & J. C. Moore (Eds.) Elements of Quality Online Education, Practice and Direction. Needham, MA: Sloan Center for Online Education, 13-45.
 
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2010.
 
VanDeventer, S. S., & White, J. A. (2002). Expert behavior in children's video game play. Simulation & Gaming, 33(1), 28-48.
http://dx.doi.org/10.1177/1046878102033001002
 
Van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless.EDUCAUSE Review, 41(2), 16-30.

Citation Information


Cited by articles

Cited by Google Scholar

Search GoogleScholar

Citation Management Tool



Altmetric Attention Score


Full Text Views

Cited by


Ethical Obligations Journal Sevices Contact us
Copyright © 2010-2017 MacroWorld Ltd. All Rights Reserved