Comparison of Learning Experiences and Outcomes Between a Serious Game-Based and Non-Game-Based Online American History Course
Taryn Hess, 21st Century Learning Solutions, United States ; Glenda Gunter, University of Central Florida, United States
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Despite the lack of research on effectiveness, the use of online and virtual environments for education continues to increase. This research often focuses on factors taken into consideration during the adoption of online learning environments; one noted benefit is multimedia such as video games. Additionally, game researchers and developers are pushing for the use of video games for educational purposes of which minimal research exists on game effectiveness. The combination of these trends and lack of research necessitates further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The results of this study indicate that students in the serious game-based online course found their class helpful to their learning and performed better than students in a non-game based online course.
Hess, T. & Gunter, G. (2011). Comparison of Learning Experiences and Outcomes Between a Serious Game-Based and Non-Game-Based Online American History Course. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1223-1228). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
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