Ghent University Academic Bibliography

Advanced

Playing in school or at home? An exploration of the effects of context on educational game experience

Frederik De Grove UGent, Jan Van Looy UGent, Joyce Neys and Jeroen Jansz (2012) ELECTRONIC JOURNAL OF E-LEARNING. 10(2). p.199-208
abstract
The goal of this study is to gain insight into the effects of context on educational game experience. Using a quasi-experimental setup, it compares the playing and learning experiences of adolescent players of the awareness-raising game PING in a domestic (N=135) and a school (N=121) context. Results indicate that both gaming (identification, enjoyment) and learning experiences are more intense in a home compared to a school context. However, all of the variance in gaming and part of that in learning experience are caused by longer playing times and better computer equipment. Moreover, the overall impact of context on perceived learning is significantly smaller than that of other experiential factors such as identification and enjoyment. Thus context should be considered as a significant yet relatively small determinant of learning experience.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
situated play, game experience, game-based learning, serious games, context
journal title
ELECTRONIC JOURNAL OF E-LEARNING
volume
10
issue
2
issue title
Special ECGBL Issue
pages
199 - 208
ISSN
1479-4403
language
English
UGent publication?
yes
classification
A2
copyright statement
I have transferred the copyright for this publication to the publisher
VABB id
c:vabb:337288
VABB type
VABB-1
id
2976229
handle
http://hdl.handle.net/1854/LU-2976229
date created
2012-08-29 11:22:55
date last changed
2016-12-19 15:43:05
@article{2976229,
  abstract     = {The goal of this study is to gain insight into the effects of context on educational game experience. Using a quasi-experimental setup, it compares the playing and learning experiences of adolescent players of the awareness-raising game PING in a domestic (N=135) and a school (N=121) context. Results indicate that both gaming (identification, enjoyment) and learning experiences are more intense in a home compared to a school context. However, all of the variance in gaming and part of that in learning experience are caused by longer playing times and better computer equipment. Moreover, the overall impact of context on perceived learning is significantly smaller than that of other experiential factors such as identification and enjoyment. Thus context should be considered as a significant yet relatively small determinant of learning experience.},
  author       = {De Grove, Frederik and Van Looy, Jan and Neys, Joyce and Jansz, Jeroen },
  issn         = {1479-4403},
  journal      = {ELECTRONIC JOURNAL OF E-LEARNING},
  keyword      = {situated play,game experience,game-based learning,serious games,context},
  language     = {eng},
  number       = {2},
  pages        = {199--208},
  title        = {Playing in school or at home? An exploration of the effects of context on educational game experience},
  volume       = {10},
  year         = {2012},
}

Chicago
De Grove, Frederik, Jan Van Looy, Joyce Neys, and Jeroen Jansz. 2012. “Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience.” Electronic Journal of E-learning 10 (2): 199–208.
APA
De Grove, F., Van Looy, J., Neys, J., & Jansz, J. (2012). Playing in school or at home? An exploration of the effects of context on educational game experience. ELECTRONIC JOURNAL OF E-LEARNING, 10(2), 199–208.
Vancouver
1.
De Grove F, Van Looy J, Neys J, Jansz J. Playing in school or at home? An exploration of the effects of context on educational game experience. ELECTRONIC JOURNAL OF E-LEARNING. 2012;10(2):199–208.
MLA
De Grove, Frederik, Jan Van Looy, Joyce Neys, et al. “Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience.” ELECTRONIC JOURNAL OF E-LEARNING 10.2 (2012): 199–208. Print.