Short and Long Term Benefits of Enjoyment and Learning within a Serious Game

  • G. Tanner Jackson
  • Kyle B. Dempsey
  • Danielle S. McNamara
Conference paper

DOI: 10.1007/978-3-642-21869-9_20

Part of the Lecture Notes in Computer Science book series (LNCS, volume 6738)
Cite this paper as:
Jackson G.T., Dempsey K.B., McNamara D.S. (2011) Short and Long Term Benefits of Enjoyment and Learning within a Serious Game. In: Biswas G., Bull S., Kay J., Mitrovic A. (eds) Artificial Intelligence in Education. AIED 2011. Lecture Notes in Computer Science, vol 6738. Springer, Berlin, Heidelberg

Abstract

Intelligent Tutoring Systems (ITSs) have been used for decades to teach students domain content or strategies. ITSs often struggle to maintain students’ interest and sustain a productive practice environment over time. ITS designers have begun integrating game components as an attempt to engage learners and maintain motivation during prolonged interactions. Two studies were conducted to investigate enjoyment and performance at short-term (90 minutes) and long-term (3 weeks) timescales. The short-term study (n=34) found that students in a non-game practice condition performed significantly better and wrote more than the game-based practice. However, the long-term study (n=9) found that when students were in the game-based environment they produced longer contributions than when in the non-game version. Both studies revealed trends that the game-based system was slightly more enjoyable, though the differences were not significant. The different trends across studies indicate that games may contribute to an initial decrease in performance, but that students are able to close this gap over time.

Keywords

Serious Games Intelligent Tutoring Systems game-based learning 

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Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • G. Tanner Jackson
    • 1
  • Kyle B. Dempsey
    • 1
  • Danielle S. McNamara
    • 1
  1. 1.Psychology DepartmentUniversity of MemphisMemphisUSA

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