The Impact of System Interactions on Motivation and Performance in a Game-Based Learning Environment

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

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

5 Scopus citations

Abstract

The current study examined how students' frequency of interactions with game-based features impacted their system performance (i.e., total trophies won and achievement levels earned) and attitudes toward the game-based system, iSTART-ME. This study (n=40) was a part of a larger study (n=124) conducted with high school students. Results indicate that students' interactions with game-based features were positively related to both their system performance and their posttest attitudes toward the system. These findings provide further support showing that the integration of game-based features has positive effects on students within educational learning environments.

Original languageEnglish (US)
Title of host publicationHCI International 2013 - Posters' Extended Abstracts - International Conference, HCI International 2013, Proceedings
PublisherSpringer Verlag
Pages103-107
Number of pages5
EditionPART II
ISBN (Print)9783642394751
DOIs
StatePublished - 2013
Event15th International Conference on Human-Computer Interaction, HCI International 2013 - Las Vegas, NV, United States
Duration: Jul 21 2013Jul 26 2013

Publication series

NameCommunications in Computer and Information Science
NumberPART II
Volume374
ISSN (Print)1865-0929

Other

Other15th International Conference on Human-Computer Interaction, HCI International 2013
Country/TerritoryUnited States
CityLas Vegas, NV
Period7/21/137/26/13

Keywords

  • Human-computer interactions
  • adaptive environments
  • educational technology
  • game-based features
  • learning
  • motivation

ASJC Scopus subject areas

  • Computer Science(all)
  • Mathematics(all)

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