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

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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.
Keywords
situated play, game experience, game-based learning, serious games, context

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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.
@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},
}