Playing educational micro-games at high schools: Individually or collectively?

0451794 - FGÚ 2016 RIV GB eng J - Journal Article
Brom, C. - Levčík, David - Buchtová, M. - Klement, Daniel
Playing educational micro-games at high schools: Individually or collectively?
Computers in Human Behavior. Roč. 48, Jul (2015), s. 682-694. ISSN 0747-5632. E-ISSN 1873-7692
R&D Projects: GA MZd(CZ) NT13386
Institutional support: RVO:67985823
Keywords : educational games * collective play * learning effects * secondary education * classrooms
Subject RIV: FH - Neurology
Impact factor: 2.880, year: 2015

In this explorative study with between-subject design (N = 166; high school students), we investigated the effectivity of playing two different micro-games in two different ways. After an expository lecture, either students played a game individually at computers, or the teacher played it, while showing it to the class on a projector and prompting the students on how to proceed with the game. Results indicated that the two modes of play were nearly comparable as concerns immediate and one month delayed learning gains, as well as subjective evaluation of educational experience. Immediate test scores for factual questions, but not transfer questions, for one of the games were higher for the individual play (medium effect size). Second, this difference was accompanied by a higher enjoyment in the better performing group (small to medium effect size). The results support the idea that collective play, which is easier to implement in schools, is a method that should be considered in educational design and future research
Permanent Link: http://hdl.handle.net/11104/0252891