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Scripting binnen Game-Based Learning : een studie naar de invloed van conflicterende scripts op de resultaten van samenwerking binnen een educatieve game

Timmerman, L. (2015) Scripting binnen Game-Based Learning : een studie naar de invloed van conflicterende scripts op de resultaten van samenwerking binnen een educatieve game.

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Abstract:Background: Literature research proved that collaborative gameplay in an educational game was not sufficient enough to improve learning performances. Scripting (a type of learning support) expected to have a positive effect on learning results during an educational game. Aim: The aim of this bachelorthesis was to investigate the influence of conflicting scripts within collaborative gameplay on game- and learning results of an educational game. Therefore two hypotheses were tested: 1) Scripting increases individual learning results and 2) Scripting increases game results. The influence of scripting on discussion levels were investigated exploratory. Scripted pairs were expected to have a better awareness of the game whereby they would achieve a better score. Method: 44 children of the seventh and eighth grade from a primary school in Overijssel (Province in the Netherlands) were randomly assigned into 22 pairs. Half of these pairs got assigned a conflicting script (n=11) and the other half did not (n=11). The conflicting script was related to obtain a high score on two conflicting variables. An educational game was played twice by each pair. Each session took 20 minutes. By doing this, the students were given the opportunity to apply their experiences gained in the first session into the second one. After playing the educational game the participants had to accomplish a knowledge test. Results: There was no significant effect found related to the effect of scripting on test scores. In both the first and second game session there was no significant effect found by the effect of scripting on general and specific game scores. Students who already played the used educational game were scoring significantly higher on the knowledge test (t-test, p=0,005). Experience with other strategy games did not yield any significant differences. Conclusion: This research showed that conflicting scripts did not have any significant influence on game results and individual learning results. However, it turned out that present experiences with the specific educational game had a positive influence on gaming and learning results. Discussion: The results of this research are probably biased, since about the half of the participants (n=19) already had experience with the used educational game. The effect of conflicted scripts were expected to be nullified by this experience. Although the exploratory findings related to the discussions were promising, they cannot be proven. Further research should investigate the discussion levels and motivation of participants. It was also advised to implement this study on a larger scale and with different educational games, in order to generalize the results.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/68551
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