Expectations of technology: A factor to consider in game-based learning environments

Erica L. Snow, G. Tanner Jackson, Laura K. Varner, Danielle McNamara

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Citations (Scopus)

Abstract

This study investigates how students' prior expectations of technology affect overall learning outcomes across two adaptive systems, one game-based (iSTART-ME) and one non-game based (iSTART-Regular). The current study (n=83) is part of a larger study (n=124) intended to teach reading comprehension strategies to high school students. Results revealed that students' prior expectations impacted learning outcomes, but only for students who had engaged in the game-based system. Students who reported positive expectations of computer helpfulness at pretest showed significantly higher learning outcomes in the game-based system compared to students who had low expectations of computer helpfulness. The authors discuss how the incorporation of game-based features in an adaptive system may negatively impact the learning outcomes of students with low technology expectations.

Original languageEnglish (US)
Title of host publicationLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Pages359-368
Number of pages10
Volume7926 LNAI
DOIs
StatePublished - 2013
Event16th International Conference on Artificial Intelligence in Education, AIED 2013 - Memphis, TN, United States
Duration: Jul 9 2013Jul 13 2013

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume7926 LNAI
ISSN (Print)03029743
ISSN (Electronic)16113349

Other

Other16th International Conference on Artificial Intelligence in Education, AIED 2013
CountryUnited States
CityMemphis, TN
Period7/9/137/13/13

Fingerprint

Game-based Learning
Learning Environment
Students
Game
Adaptive Systems
Adaptive systems
Pre-test
Learning

Keywords

  • Artificial Intelligence
  • Educational technology
  • Game-based features
  • Learning
  • Motivation
  • Student expectations

ASJC Scopus subject areas

  • Computer Science(all)
  • Theoretical Computer Science

Cite this

Snow, E. L., Jackson, G. T., Varner, L. K., & McNamara, D. (2013). Expectations of technology: A factor to consider in game-based learning environments. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 7926 LNAI, pp. 359-368). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 7926 LNAI). https://doi.org/10.1007/978-3-642-39112-5-37

Expectations of technology : A factor to consider in game-based learning environments. / Snow, Erica L.; Jackson, G. Tanner; Varner, Laura K.; McNamara, Danielle.

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Vol. 7926 LNAI 2013. p. 359-368 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 7926 LNAI).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Snow, EL, Jackson, GT, Varner, LK & McNamara, D 2013, Expectations of technology: A factor to consider in game-based learning environments. in Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). vol. 7926 LNAI, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 7926 LNAI, pp. 359-368, 16th International Conference on Artificial Intelligence in Education, AIED 2013, Memphis, TN, United States, 7/9/13. https://doi.org/10.1007/978-3-642-39112-5-37
Snow EL, Jackson GT, Varner LK, McNamara D. Expectations of technology: A factor to consider in game-based learning environments. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Vol. 7926 LNAI. 2013. p. 359-368. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). https://doi.org/10.1007/978-3-642-39112-5-37
Snow, Erica L. ; Jackson, G. Tanner ; Varner, Laura K. ; McNamara, Danielle. / Expectations of technology : A factor to consider in game-based learning environments. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Vol. 7926 LNAI 2013. pp. 359-368 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).
@inproceedings{f8c8b42b27664f39a52fce4bcd380a13,
title = "Expectations of technology: A factor to consider in game-based learning environments",
abstract = "This study investigates how students' prior expectations of technology affect overall learning outcomes across two adaptive systems, one game-based (iSTART-ME) and one non-game based (iSTART-Regular). The current study (n=83) is part of a larger study (n=124) intended to teach reading comprehension strategies to high school students. Results revealed that students' prior expectations impacted learning outcomes, but only for students who had engaged in the game-based system. Students who reported positive expectations of computer helpfulness at pretest showed significantly higher learning outcomes in the game-based system compared to students who had low expectations of computer helpfulness. The authors discuss how the incorporation of game-based features in an adaptive system may negatively impact the learning outcomes of students with low technology expectations.",
keywords = "Artificial Intelligence, Educational technology, Game-based features, Learning, Motivation, Student expectations",
author = "Snow, {Erica L.} and Jackson, {G. Tanner} and Varner, {Laura K.} and Danielle McNamara",
year = "2013",
doi = "10.1007/978-3-642-39112-5-37",
language = "English (US)",
isbn = "9783642391118",
volume = "7926 LNAI",
series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",
pages = "359--368",
booktitle = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

}

TY - GEN

T1 - Expectations of technology

T2 - A factor to consider in game-based learning environments

AU - Snow, Erica L.

AU - Jackson, G. Tanner

AU - Varner, Laura K.

AU - McNamara, Danielle

PY - 2013

Y1 - 2013

N2 - This study investigates how students' prior expectations of technology affect overall learning outcomes across two adaptive systems, one game-based (iSTART-ME) and one non-game based (iSTART-Regular). The current study (n=83) is part of a larger study (n=124) intended to teach reading comprehension strategies to high school students. Results revealed that students' prior expectations impacted learning outcomes, but only for students who had engaged in the game-based system. Students who reported positive expectations of computer helpfulness at pretest showed significantly higher learning outcomes in the game-based system compared to students who had low expectations of computer helpfulness. The authors discuss how the incorporation of game-based features in an adaptive system may negatively impact the learning outcomes of students with low technology expectations.

AB - This study investigates how students' prior expectations of technology affect overall learning outcomes across two adaptive systems, one game-based (iSTART-ME) and one non-game based (iSTART-Regular). The current study (n=83) is part of a larger study (n=124) intended to teach reading comprehension strategies to high school students. Results revealed that students' prior expectations impacted learning outcomes, but only for students who had engaged in the game-based system. Students who reported positive expectations of computer helpfulness at pretest showed significantly higher learning outcomes in the game-based system compared to students who had low expectations of computer helpfulness. The authors discuss how the incorporation of game-based features in an adaptive system may negatively impact the learning outcomes of students with low technology expectations.

KW - Artificial Intelligence

KW - Educational technology

KW - Game-based features

KW - Learning

KW - Motivation

KW - Student expectations

UR - http://www.scopus.com/inward/record.url?scp=84880029668&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84880029668&partnerID=8YFLogxK

U2 - 10.1007/978-3-642-39112-5-37

DO - 10.1007/978-3-642-39112-5-37

M3 - Conference contribution

AN - SCOPUS:84880029668

SN - 9783642391118

VL - 7926 LNAI

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 359

EP - 368

BT - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

ER -