Video Kids: Making Sense of Nintendo
Video Kids: Making Sense of Nintendo
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Digital Game-Based Learning
Re-purposing existing generic games and simulations for e-learning
Computers in Human Behavior
Effects of different scenarios of game difficulty on player immersion
Interacting with Computers
Design guidelines for Classroom Multiplayer Presential Games (CMPG)
Computers & Education
Not doing but thinking: the role of challenge in the gaming experience
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The comparisons of the influences of prior knowledge on two game-based learning systems
Computers & Education
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Videogames are an increasingly popular instructional tool. This research investigated how various strategies for modifying task difficulty in instructional videogames impact learner performance and motivation. Further, the influence of prior videogame experience on these learning outcomes was examined, as well as the role prior experience played in determining the optimal approach for adjusting task difficulty. Participants completed a game-based training task under one of four task difficulty conditions: static, increasing, adaptive-low and adaptive-high. All participants completed an identical pre-training trial, 10 practice trials varying in difficulty level according to condition, and a final performance trial. Results demonstrate that learner performance and motivation significantly improved in all difficulty conditions. Further, prior videogame experience was found to significantly influence these learning outcomes and a three-way interaction was detected between performance, task difficulty condition, and experience. The results of this research provide information useful to instructional videogame developers and instructors utilizing videogames as instructional tools.