Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety

Lin, Min-Pei; Hong, Jon‐Chao; Tai, Kai‐Hsin; Kuo, Yen-Chun

doi:10.1016/j.compedu.2015.04.018

Cited by 12 publications

(17 citation statements)

References 42 publications

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“…Had the bias been avoided, the effect favoring animation could have been smaller. In contrast, another study (Hong et al, 2015) included the appealing element of fish only in animation, but in this case the bias toward animation lead to a negative result, as the statics format showed the higher performance. Had the bias been avoided, the effect favoring statics could have been higher.…”

Section: Biases In the Statics Versus Animation Comparisonsmentioning

confidence: 80%

“…More than a decade later, these biased comparisons persist (e.g., Akinlofa, Holt, & Elyan, 2013;Hong, Lin, Hwang, Tai, & Kuo, 2015), where variables such as appealing extras, In order to provide guidelines to design future controlled statics vs. animation comparisons, we describe seven biases that we have identified in the literature (see Table 1 and Note that each bias can lead to a positive, negative, or neutral result, implying contrasting interpretations (see Table 2). For example, as described next in the appeal bias, one study (Wu & Chiang, 2013) included appealing colors and shades only in the animation and not in the static condition.…”

Section: Biases In the Statics Versus Animation Comparisonsmentioning

confidence: 97%

“…Only the animated format included color and lighting in the shapes, showing appeal biases in color and in other features (shades and lights). This appeal bias toward the rotating animation might have influenced the finding that the animation showed significantly higher comprehension scores than the rotating static condition Hong et al (2015). investigated two groups of elementary school students learning Chinese idioms through two different computer games.…”

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confidence: 99%

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Comparing apples and oranges? A critical look at research on learning from statics versus animations

Castro-Alonso

Ayres

Paas

2016

Computers & Education

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Section: Biases In the Statics Versus Animation Comparisonsmentioning

confidence: 80%

Section: Biases In the Statics Versus Animation Comparisonsmentioning

confidence: 97%

mentioning

confidence: 99%

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Comparing apples and oranges? A critical look at research on learning from statics versus animations

Castro-Alonso

Ayres

Paas

2016

Computers & Education

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“…3) Gameplay anxiety Studies have shown that anxiety can produce psychological reactions such as panic, nervousness, fear, inability to cope and lack of concentration [32]. Based on the above concepts, this study adapted the anxiety scale [67] proposed by Hong, Lin, Hwang, Tai, and Kuo (2015) to measure the perception of gameplay anxiety of learners during the course review (learning) through Kahoot.…”

Section: ) Online Cognitive Failurementioning

confidence: 99%

Applying Kahoot in Thai Language and Culture Curriculum: Analysis of the Relationship among Online Cognitive Failure, Flow Experience, Gameplay Anxiety and Learning Performance

Ye¹,

Watthanapas²,

Wu³

2020

IJIET

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The benefits of game-based learning have been confirmed by many studies, and it has also been proven to be a method that can bring meaningful learning to learners. However, its application in Taiwan’s higher education stage is still infrequent, and only few related studies. Therefore, this study uses Kahoot with an interactive response system (IRS) mechanism as one of the curriculum teaching tools. The research adopted purposive sampling method. Participants were students from two universities in northern Taiwan who took Thai language and culture courses. The total number of valid participants was 103, including 25 males (29.8%) and 59 females (70.2%). This study was based on the theory of cognitive learning of multimedia learning, and the design of Kahoot’s game content. Based on the special CATLM and focus influence model, six research hypotheses were proposed to build a research model. The results showed that online cognitive failure was negatively correlated with gameplay flow; online cognitive failure was positively correlated with gameplay anxiety; gameplay flow was positively correlated with learning performance; gameplay anxiety was not correlated with learning performance; anxiety does not necessarily affect the effectiveness of game-based learning.

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“…Previous studies have indicated that interest is classified as an affective variable (Mayer & Moreno, 2002) that strongly influences and plays a positive role in learning (Hidi & Renninger, 2006; Hong, Lin, Hwang, Tai, & Kuo, 2015). For instance, flow is an affective factor; it refers to one's mental state when one has filtered out irrelevant emotions and is fully immersed in an activity (Csikszentmihalyi, 1975).…”

Section: Introductionmentioning

confidence: 99%

Learning Progress in a Chinese Order of Stroke Game: The Effects of Intrinsic Cognitive Load and Gameplay Interest Mediated by Flow Experience

Hong¹,

Hwang²,

Tai

et al. 2019

Journal of Educational Computing Research

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When learning to write Chinese characters, it is essential for students to learn and maintain the correct order of the strokes. Chinese teachers often use computer-supported drill and practice to develop students' ability to write in the correct order, but such devices are rarely designed to stimulate learners' memory-manipulation in cognitive processes. To enhance the effect of the stimuli, a computer game called Chinese order of strokes was designed for students to practice their sensorimotor skill by providing a different color (i.e., red) to evoke learners' memory-manipulation cognitive processes. To understand the effect of this game, third-grade students from an elementary school in Taipei were invited to play Chinese order of strokes, and the correlates between their intrinsic cognitive load, gameplay interest, and flow experience were examined. The results showed that intrinsic cognitive load was negatively related to gameplay interest and flow, gameplay interest was positively related to flow, and flow was positively related to learning progress. The results imply that teachers can utilize a digital Chinese order of strokes to implement characters based on their own teaching materials and to facilitate the students' learning of the correct order of strokes.

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Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety

Cited by 12 publications

References 42 publications

Comparing apples and oranges? A critical look at research on learning from statics versus animations

Comparing apples and oranges? A critical look at research on learning from statics versus animations

Applying Kahoot in Thai Language and Culture Curriculum: Analysis of the Relationship among Online Cognitive Failure, Flow Experience, Gameplay Anxiety and Learning Performance

Learning Progress in a Chinese Order of Stroke Game: The Effects of Intrinsic Cognitive Load and Gameplay Interest Mediated by Flow Experience

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