Serious Game and Students’ Learning Motivation: Effect of Context Using Prog&Play

  • Mathieu Muratet
  • Elisabeth Delozanne
  • Patrice Torguet
  • Fabienne Viallet
Conference paper

DOI: 10.1007/978-3-642-30950-2_16

Part of the Lecture Notes in Computer Science book series (LNCS, volume 7315)
Cite this paper as:
Muratet M., Delozanne E., Torguet P., Viallet F. (2012) Serious Game and Students’ Learning Motivation: Effect of Context Using Prog&Play. In: Cerri S.A., Clancey W.J., Papadourakis G., Panourgia K. (eds) Intelligent Tutoring Systems. ITS 2012. Lecture Notes in Computer Science, vol 7315. Springer, Berlin, Heidelberg

Abstract

This paper deals with an analysis of a large-scale use of Prog&Play, a game-based learning environment specially designed to teach the basics of programming to first year university students. The study relies mainly on a motivation survey completed by 182 students among 258 who used the serious game for 4 to 20 hours in seven different university settings. Our findings show that the students’ interest for Prog&Play is not only related to the intrinsic game quality, it is also related to the teaching context and mainly to the course schedule and the way teachers organize sessions to benefit from the technology.

Keywords

Serious games programming algorithms motivation 

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Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  • Mathieu Muratet
    • 1
  • Elisabeth Delozanne
    • 1
  • Patrice Torguet
    • 2
    • 4
  • Fabienne Viallet
    • 3
    • 4
  1. 1.LIP6Université Pierre et Marie CurieParisFrance
  2. 2.IRITFrance
  3. 3.UMR EFTSFrance
  4. 4.Université Paul SabatierToulouseFrance

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