article

Evaluating multiple aspects of a digital educational problem-solving-based adventure game

Authors:

Huei-Tse Hou,

Ming-Chaun LiAuthors Info & Claims

Computers in Human Behavior, Volume 30

Pages 29 - 38

https://doi.org/10.1016/j.chb.2013.07.052

Published: 01 January 2014 Publication History

Abstract

This study aims to evaluate multiple aspects of a problem-solving-based educational adventure game, Boom Room(C). The learning effectiveness, game acceptance, and flow experience of the game were empirically investigated. The game was designed and developed for teaching knowledge of computer assembly. Sixty-seven university students in Taiwan were asked to complete a pre-test before playing the game and a post-test after playing the game. These students also provided evaluations of not only the usefulness, ease of use, and design elements of the game but also their experience with various flow dimensions of the game. A 2-stage cluster analysis was also conducted to explore the potentially different groups of students by categorizing them in accordance with their performance, degree of game acceptance and flow states. The results suggest that this game is beneficial for students with insufficient background knowledge of computer assembly, allowing these students to obtain vital knowledge of this topic if they achieved a sufficient acceptance of the game and an adequate flow experience from their game-playing experiences. The various dimensions of flow that were experienced by these students were significantly correlated with game acceptance. Suggestions for future study, game design, and instructional practice are discussed.

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Reviews

Reviewer: Angelica de Antonio

Hou and Li propose a multi-aspect empirical evaluation approach for problem-solving-based educational games. Specifically, the paper describes how this approach has been applied in the evaluation of a game designed to increase students' knowledge on personal computer assembly. In addition to learning effectiveness, two main factors are explored: game acceptance and flow experience. Also, four specific game elements are evaluated by students (entertainment, challenge, uncertainty and fantasy, and interactivity). After a brief description of the game, the instruments employed are described (two ad hoc knowledge tests, an acceptance questionnaire derived from the technology acceptance scales of Davis [1], and an adaptation of the flow scale for games by Kiili [2]). Five types of statistical analysis were applied, providing a wide range of interesting results. Even if no statistically significant improvement of knowledge was found, cluster analysis led to the identification of three different groups of students with different interrelationships among test scores, acceptance levels, and flow states, whenever appropriate levels of acceptance and flow are achieved, suggesting that the game might be more effective for students with limited prior knowledge. A significant correlation was found between the flow experience and game acceptance, also suggesting that appropriate challenge levels and clear game goals are key game elements that have to be carefully designed to promote flow and acceptance. The paper is quite readable and well structured, and it should be of interest to researchers of serious games. The multifaceted evaluation approach that is proposed puts an emphasis on some aspects mostly overlooked in current research, and the paper provides some hints on how these factors might be interrelated and contribute to the effectiveness of the game. Online Computing Reviews Service

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Published In

Computers in Human Behavior Volume 30, Issue

January, 2014

832 pages

ISSN:0747-5632

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Elsevier Science Publishers B. V.

Netherlands

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Published: 01 January 2014

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Personal computer adventure games: their structure, principles, and applicability for training

Authoring of serious adventure games in storytec

Evaluating GameFlow in a Multiplayer Online Strategy Game Under Development

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