Empirical Study on the Effect of Digital Game-Based Instruction on Students’ Learning Motivation and Achievement
 
 
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Department of Leisure and Sports Management Far East University
CORRESPONDING AUTHOR
Yen-Chun Chen   

Department of Leisure and Sports Management Far East University, College of Economics and Finance City, Fujian Province, China, 362021 Quanzhou, China
Publish date: 2017-06-15
 
EURASIA J. Math., Sci Tech. Ed 2017;13(7):3177–3187
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ABSTRACT
Background:
As pupils are largely increased the opportunities to contact digital games, the effect of digital games has been broadly discussed and studied. Digital games no longer play the function of entertainment, but could assist students in more active learning and deeper and broader learning, when being applied to instruction. It is limited to learn in classes that combining courses with situated digital games presents the immersive feeling.

Material and methods:
This study therefore intends to discuss the effect of digital game-based instruction on students’ learning motivation and achievement.Three universities in Taiwan, which are listed on top universities in Taiwan province, are selected as the research subjects in this study. With experimental research, total 326 students of two classes each from the three universities are preceded the experimental teaching for 3 hours per week for 16 weeks (total 48 hours)

Results:
The research results are summarized as below. 1. Game-based instruction would affect learning motivation. 2. Game-based instruction would influence learning achievement. 3. Learning motivation presents significantly positive effects on learning effect in learning achievement. 4. Learning motivation shows remarkably positive effects on learning harvest in learning achievement.

Conclusions:
Aiming at the research results, it is expected to propose suggestions for education studies and talent cultivation.

eISSN:1305-8223
ISSN:1305-8215