Motivating Factors and Tangential Learning for Knowledge Acquisition in Educational Games

• Published in: Electronic journal of e-Learning 2017, Vol.15 (4), p.343
• Main Authors: Mozelius, Peter, Fagerström, Andreas, Söderquist, Max
• Format: Article
• Language: English
• Subjects: 21st century; Active learning; Classrooms; Computer & video games; Computer and Systems Sciences; Correlation; Course Descriptions; data- och systemvetenskap; Design; E-books; Education; Educational Attainment; Educational Games; Educational technology; Game Based Learning; Gender Differences; Individual Characteristics; Interactive learning; International conferences; Intrinsic integration; Knowledge acquisition; Knowledge Level; Learning Motivation; Likert Scales; Prior Learning; Program Effectiveness; Questionnaires; R&D; Research & development; Researchers; Scholarly publishing; Student Motivation; Studies; Tangential learning; Taxonomy; Teaching Methods; Video Games
• ISSN: 1479-4403; 1479-4403

According to Van Eck (2006) COTS games are suitable for educational contexts since they are affordable and well-designed by professional game developers. According to Jacob Habgood (2005) two basic guidelines for the implementation of intrinsic integration in games are to: 1. According to Denscombe (2010), the use of a median value be more suitable when working with ordinal data, where average values are more affected by outliers in the results. Due to the high number of respondents there was a risk that even weak correlations yielded significant results. [...]the analysis only treats correlations of around 0.3 or above and -0.3 and below as significant.