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Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety
ARTICLE

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Computers & Education Volume 88, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

To compare the perception of animated to static mode of gameplay and how it affects the emotional state and performance of playing, this study designed two games, Chinese idiom string up game (CISUG) and Chinese idiom fishing game (CIFG). Seven classes with a total of 238 students were invited to participate in CIFG, and six classes with a total of 211 students were recruited for CISUG. All participants were 5th and 6th grade elementary school students. Performance achievement, interest level and gameplay anxiety were statistically examined using paired sample t-tests. The results revealed that the static mode fostered better performance. In addition, interest was found to be better maintained in the static mode than in the animated mode, but there was no difference between the two types of game modes in respect of gameplay anxiety. However, for both modes, gameplay anxiety did decrease slightly upon subsequent playing, though it did not reach a level of statistical significance. The results suggest that in educational game design, the use of static rather than animated modes should be considered when the objective is to help students achieve better performance in a competitive setting.

Citation

Hong, J.C., Lin, M.P., Hwang, M.Y., Tai, K.H. & Kuo, Y.C. (2015). Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety. Computers & Education, 88(1), 109-118. Elsevier Ltd. Retrieved November 21, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2015.04.018

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