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

Dizin Eklenmedi

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

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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

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