Skip to main content

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

  • Conference paper
Artificial Intelligence in Education (AIED 2011)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 6738))

Included in the following conference series:

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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Similar content being viewed by others

References

  1. Newell, A., Rosenbloom, P.: Mechanisms of skill acquisition and the law of practice. In: Anderson, J.R. (ed.) Cognitive Skills and their Acqusition, pp. 1–55. Hillsdale, NJ (1981)

    Google Scholar 

  2. Koedinger, K.R., Corbett, A.T.: Cognitive Tutors: Technology bringing learning science to the classroom. In: Sawyer, K. (ed.) The Cambridge Handbook of the Learning Sciences, pp. 61–78. Cambridge University Press, Cambridge (2006)

    Google Scholar 

  3. Bell, C., McNamara, D.S.: Integrating iSTART into a high school curriculum. In: Proceedings of the 29th Annual Meeting of the Cognitive Science Society, Cognitive Science Society, Austin (2007)

    Google Scholar 

  4. McNamara, D.S., Jackson, G.T., Graesser, A.C.: Intelligent tutoring and games (ITaG). In: Baek, Y.K. (ed.) Gaming for Classroom-Based Learning: Digital Role-Playing as a Motivator of Study. IGI Global (2010)

    Google Scholar 

  5. O’Neil, H.F., Wainess, R., Baker, E.L.: Classification of learning outcomes: Evidence from the computer games literature. Curriculum Journal 16, 455–474 (2005)

    Article  Google Scholar 

  6. McNamara, D.S., Levinstein, I.B., Boonthum, C.: iSTART: Interactive strategy trainer for active reading and thinking. Behavioral Research Methods, Instruments, & Computers 36, 222–233 (2004)

    Article  Google Scholar 

  7. Magliano, J.P., Todaro, S., Millis, K., Wiemer-Hastings, K., Kim, H.J., McNamara, D.S.: Changes in reading strategies as a function of reading training: A comparison of live and computerized training. Journal of Educational Computing Research 32, 185–208 (2005)

    Article  Google Scholar 

  8. Jackson, G.T., Boonthum, C., McNamara, D.S.: The efficacy of iSTART extended practice: Low ability students catch up. In: Aleven, V., Kay, J., Mostow, J. (eds.) ITS 2010. LNCS, vol. 6095, pp. 349–351. Springer, Heidelberg (2010)

    Chapter  Google Scholar 

  9. Jackson, G.T., Dempsey, K.B., McNamara, D.S.: The evolution of an automated reading strategy tutor: From classroom to a game-enhanced automated system. In: Khine, M.S., Saleh, I.M. (eds.) New Science of Learning: Cognition, Computers and Collaboration in Education, pp. 283–306. Springer, New York (2010)

    Chapter  Google Scholar 

  10. Cordova, D.I., Lepper, M.R.: Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. J. Ed. Psyc. 88, 715–730 (1996)

    Article  Google Scholar 

  11. Papastergiou, M.: Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Comput. Educ. 52, 1–12 (2009)

    Article  Google Scholar 

  12. McNamara, D.S., Boonthum, C., Levinstein, I.B., Millis, K.: Evaluating self-explanations in iSTART: comparing word-based and LSA algorithms. In: Landauer, T., McNamara, D.S., Dennis, S., Kintsch, W. (eds.) Handbook of Latent Semantic Analysis, pp. 227–241. Erlbaum, Mahwah (2007)

    Google Scholar 

  13. Jackson, G.T., Guess, R.H., McNamara, D.S.: Assessing cognitively complex strategy use in an untrained domain. Topics in Cognitive Science 2, 127–137 (2010)

    Article  Google Scholar 

  14. Jennett, C., Cox, A.L., Cairns, P., Dhoparee, S., Epps, A., Tijs, T., Walton, A.: Measuring and defining the experience of immersion in games. International Journal of Human-Computer Studies 66, 641–661 (2008)

    Article  Google Scholar 

  15. Garris, R., Ahlers, R., Driskell, J.E.: Games, motivation, and learning: A research and practice model. Simulation & Gaming 33, 441–467 (2002)

    Article  Google Scholar 

  16. Gee, J.P.: What video games have to teach us about learning and literacy. Palgrave MacMillian, New York (2003)

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

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. https://doi.org/10.1007/978-3-642-21869-9_20

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-21869-9_20

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-21868-2

  • Online ISBN: 978-3-642-21869-9

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics