Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education

• URL: http://arxiv.org/abs/2407.07762v1
• Date: Wed, 10 Jul 2024 15:39:45 GMT
• Title: Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education
• Authors: Daniel López-Fernández, Aldo Gordillo, Jennifer Pérez, Edmundo Tovar,
• Abstract summary: This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education. It compares its effectiveness in both face-to-face and online formats.
• Score: 0.3749861135832073
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Contribution: This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-to-face and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group). Background: Serious video games have been proven effective at computer science education, however, it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been explored. Research Questions: Are teacher-authored educational video games effective in terms of learning and motivation for computer science students? Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format? Methodology: A quasi-experiment has been conducted by using three instruments (pre-test, post-test, and questionnaire) with the purpose of comparing the effectiveness of game-based learning in face-to-face and online formats. A total of 321 computer science students played a teacher-authored educational video game aimed to learn about software design. Findings: The results reveal that teacher-authored educational video games are highly effective in terms of knowledge acquisition and motivation both in face-to-face and online formats. The results also show that some students' perceptions were more positive when a face-to-face format was used.

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