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Effect of Collaboration in Digital Game-Based Learning: The Roles of Flow Experience and Intrinsic Motivation
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Zhihui Cai; Caiyan Liu; Jieni Zhan; Zhikeng Wang; Xin Hao; Si Zhang; Xinjie Chen – Journal of Computer Assisted Learning, 2025
Background: Attention has been paid to collaboration in digital game-based learning, as it fosters interaction and student engagement, thereby enhancing learning outcomes. Previous findings about the effect of collaboration in digital game-based learning were inconsistent, and few studies have explored the underlying mechanisms, particularly…
Descriptors: Cooperative Learning, Computer Games, Game Based Learning, Learning Experience
More Challenging or More Achievable? The Impacts of Difficulty and Dominant Goal Orientation in Leaderboards within Educational Gamification
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Cao, Yang; Gong, Shao-Ying; Wang, Zhen; Cheng, Yang; Wang, Yan-Qing – Journal of Computer Assisted Learning, 2022
Background: As one of the gamification elements, leaderboard, especially absolute leaderboard, is widely used in educational gamification systems. However, empirical studies on the optimal use condition of the leaderboard and underlying influence mechanisms are deficient. Objectives: This study explored which difficulty was more conducive to…
Descriptors: Goal Orientation, Difficulty Level, Learning Motivation, Educational Games
Boosting Student Engagement in STEM: Integrating Large Language Model-Based Virtual Agents into Alternate Reality Games
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Minkai Wang; Jingdong Zhu; Gwo-Jen Hwang; Shao-Chen Chang; Qi-Fan Yang; Di Zhang – Journal of Computer Assisted Learning, 2025
Background: STEM education aims to develop innovation and problem-solving skills through interdisciplinary learning, yet struggles to foster student engagement and interdisciplinary thinking. Whilst alternate reality games (ARGs) can boost motivation via game-based problem-solving, integrating large language models (LLMs) remains underexplored.…
Descriptors: Learner Engagement, STEM Education, Natural Language Processing, Artificial Intelligence
Concept Maps as a Content and Language Integrated Learning Facilitator in Digital Gaming Contexts: Triangulated Evidence from Students' Learning Achievements, Perceptions and Behavioural Patterns
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Shu-Fang Hsieh; Gwo-Jen Hwang – Journal of Computer Assisted Learning, 2025
Background: While both Content and Language Integrated Learning (CLIL) and Digital Game-Based Learning (DGBL) are widely recognised as effective methods to enhance bilingual education, their combination often leads to cognitive overload and fragmented learning experiences. In Taiwan's bilingual education context, where integrating English into…
Descriptors: Concept Mapping, Content and Language Integrated Learning, Computer Games, Educational Games
Effects of Performance Goal Orientations on Learning Performance and In-Game Performance in Digital Game-Based Learning
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Yang, Jie Chi; Chung, Ching-Jung; Chen, Mei-Shan – Journal of Computer Assisted Learning, 2022
Background: Performance goal orientations are influential motivational factors for predicting learning performance. However, a lack of attention has been paid to investigating the effects of performance goal orientations on learning performance and in-game performance in the context of digital game-based learning. Objectives: This study…
Descriptors: Educational Games, Game Based Learning, Academic Achievement, Goal Orientation
Achievement Goals Influence Mastery Experience via Two Paths in Digital Creativity Games among Elementary School Students
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Yeh, Y. -c.; Lin, C. S. – Journal of Computer Assisted Learning, 2018
Although cultivating creativity is greatly emphasized in elementary school education and that digital games can be a promising tool for improving creativity, little research has been conducted to identify and explore how player-related factors might influence the learning outcomes of digital creativity games. This study identifies 3 individual…
Descriptors: Goal Orientation, Academic Achievement, Structural Equation Models, Self Efficacy
Learning and Engagement in a Gamified Course: Investigating the Effects of Student Characteristics
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Davis, K.; Sridharan, H.; Koepke, L.; Singh, S.; Boiko, R. – Journal of Computer Assisted Learning, 2018
The current study investigated college students' experiences of a gamified informatics course. We surveyed 139 students aged 18-31 years (M = 20 years, SD = 1.5) enrolled in an undergraduate informatics course focused on social networking technologies. Surveys were conducted at 3 time points during the course (beginning, middle, and end). Overall,…
Descriptors: Learner Engagement, Information Science Education, Undergraduate Students, Social Networks