Toggle Main Menu Toggle Search

ePrints

Let Them Play: The Impact of Mechanics and Dynamics of a Serious Game on Student Perceptions of Learning Engagement

Lookup NU author(s): Dr YiChuan Wang

Downloads


Licence

This is the authors' accepted manuscript of an article that has been published in its final definitive form by IEEE, 2017.

For re-use rights please refer to the publisher's terms and conditions.


Abstract

Serious games are becoming important educational tools and are increasingly being integrated into courses in many different academic areas and widely portrayed as a means of helping individuals concentrate on the subject matter and enjoy learning. This paper discusses the development and testing of a serious game by using a research model where the mechanics and dynamics of the game impact perceived usefulness, ease of use, and goal clarity, which in turn lead to higher concentration and user enjoyment. This model was tested in an undergraduate product design classroom, and evaluated using a survey and a focus group. The results of qualitative and quantitative analysis show that higher concentration and enjoyment occur when students perceive clear goals, ease of use, and usefulness during gaming. The results of the study leads to recommendations to game developers on the features of serious games that need to be built and the need to carefully consider the mechanics and dynamics of a game. The results should encourage instructors to consider incorporating serious games into their classes to increase their students’ learning engagement.


Publication metadata

Author(s): Wang Y, Rajan P, Sankar CS, Raju PK

Publication type: Article

Publication status: Published

Journal: IEEE Transactions on Learning Technologies

Year: 2017

Volume: 10

Issue: 4

Pages: 514-525

Print publication date: 01/12/2017

Online publication date: 13/12/2016

Acceptance date: 08/12/2016

ISSN (electronic): 1939-1382

Publisher: IEEE

URL: http://dx.doi.org/10.1109/TLT.2016.2639019

DOI: 10.1109/TLT.2016.2639019


Altmetrics

Altmetrics provided by Altmetric


Actions

    Link to this publication


Share