Journal
COMPUTERS & EDUCATION
Volume 68, Issue -, Pages 177-186Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2013.05.005
Keywords
Evaluation of CAL systems; Interactive learning environments
Funding
- National Science Council, ROC [NSC 102-2420-H-008-004, NSC 101-2511-S-008-010-MY3]
Ask authors/readers for more resources
Game-based learning provides many benefits, such as enhancing the interaction with students and stimulating their learning motivation. Thus, it is popular to learners who have diverse characteristics. To this end, individual differences play an essential role. Among various individual differences, previous studies demonstrated that prior knowledge has great effects on game-based learning. However, such studies mainly considered a single game-based learning system. To address this issue, this study examined how prior knowledge affects students' reactions to two different types of game based learning systems, i.e., the Machinarium and the CSI: Web Adventures. The former delivers procedural knowledge while the latter provides declarative knowledge. The results from this study indicate that prior knowledge has positive impacts in the CSI group while it has negative impacts in the Machinarium group. These findings imply that prior knowledge is useful for the context of declarative knowledge while it may not be helpful for the context of procedural knowledge. (C) 2013 Elsevier Ltd. All rights reserved.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available