Reason and Emotion: How They Drive Students to Play a Color Game
More details
Hide details
Department of Multimedia and Entertainment Science, Southern Taiwan University of Science and Technology, TAIWAN
Online publish date: 2018-02-19
Publish date: 2018-02-19
EURASIA J. Math., Sci Tech. Ed 2018;14(5):1911–1924
Chromatics has been an important subject in design education since colors can make significant differences in the meanings and values of designed objects. However, only a few studies sought to assist students in learning chromatics, let alone to investigate their views on mobile game-based learning of this subject. To remedy these deficiencies, we firstly developed a color game to help students learn chromatics through color mixing. Then, drawing on reasonable and emotional factors, we designed a research model to investigate the students’ decision-making about the game. After analyzing the feedbacks from a total of 205 students, this study showed that (1) perceived attractiveness was the most significant emotional factor behind the subjects’ intention to play the game; (2) perceived usefulness was a reasonable factor that indirectly influenced the subjects’ intention; (3) perceived enjoyment, as another emotional factor, exerted a significant and direct influence on the subjects’ perceived usefulness. These findings indicated that emotional factors played not only a pivotal role in the subjects’ intention to play the color game but also a leading one in their reasonable response to the game.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action-control: From cognition to behavior (pp. 11- 39). Heidelberg, Germany: Springer.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21-35.
Chen, H. R., & Lin, Y. S. (2016). An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 25(2), 171-186.
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern business research methods (pp. 295-336). Mahwah, NJ: Lawrence Erlbaum Associates.
Chin, W. W., & Newsted, P. R. (1999) Structural equation modeling analysis with small samples using partial least squares. In R. Hoyle (Ed.), Statistical Strategies for Small Sample Research (pp. 307-341). California: Sage Publications.
Chinomona, R. (2013). Mobile gaming perceived enjoyment and ease of play as predictors of student attitude and mobile gaming continuance intention. Mediterranean Journal of Social Sciences, 4(14), 237-247.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Fransisco: Jossey-Bass.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982-1003.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111-1132.
Donovan, R. J., & Rossiter, J. R. (1982). Store atmosphere: an environmental psychology approach. Journal of Retailing, 58(1), 34-57.
Festinger, L. A. (1976). Theory of cognitive dissonance. Stanford, CA: Stanford University Press.
Fishbein, M., & Azjen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
Gutsch, A. K. (2011). Making sense of the meaning of color in industrial design (Master’s thesis). Retrieved on 07.02.2016 from
Ha, I., Yoon, Y., & Choi, M. (2007). Determinants of adoption of mobile games under mobile broadband wireless access environment. Information & Management, 44(3), 276-286.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th Ed.). New Jersey: Prentice-Hall.
Ho, C. I., Chang, C. C., & Lee, S. S. (2014). Exploring key determinants of gamer behavior for somatosensory video games: an application of the extended technology acceptance model and game flow theory. Global Journal of Emerging Trends in e-Business, Marketing and Consumer Psychology, 1(3), 154-171.
Holtzschue, L. (2011). Understanding color (4th Ed.). New York: John Wiley & Sons.
Hong, J. C., Hwang, M. Y., Chen, Y. J., Lin, P. H., Huang, Y. T., Cheng, H. Y., & Lee, C. C. (2013). Using the saliency-based model to design a digital archaeological game to motivate players’ intention to visit the digital archives of Taiwan’s natural science museum. Computers & Education, 66, 74-82.
Huang, Y. M. (2015). Exploring the factors that affect the intention to use collaborative technologies: The differing perspectives of sequential/global learners. Australasian Journal of Educational Technology, 31(3), 278-292.
Huang, Y. M. (2016). The factors that predispose students to continuously use cloud services: social and technological perspectives. Computers & Education, 97, 86-96.
Huang, Y. M. (2017). Exploring students’ acceptance of team messaging services: the roles of social presence and motivation. British Journal of Educational Technology, 48(4), 1047-1061.
Huang, Y. M., & Huang, Y. M. (2016). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational Technology Research & Development, 63(5), 691-708.
Hung, C. Y., Sun, J. C. Y., & Yu, P. T. (2015). The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning. Interactive Learning Environments, 23(2), 172-190.
Hwang, G. J., & Chen, C. H. (2017). Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950-971.
Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game-based learning research: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6-E10.
Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013). A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Computers & Education, 69, 121-130.
Hwang, M. Y., Hong, J. C., Cheng, H. Y., Peng, Y. C., & Wu, N. C. (2013). Gender differences in cognitive load and competition anxiety affect 6th grade students’ attitude toward playing and intention to play at a sequential or synchronous game. Computers & Education, 60(1), 254-263.
Kinzie, M. B. & Joseph, D. R. D. (2008). Gender differences in game activity preferences of middle school children: implications for educational game design. Educational Technology Research & Development, 56(5), 643-663.
Koufaris, M. (2002). Applying the technology acceptance model and flow theory to online consumer behavior. Information Systems Research, 13(2), 205-223.
Lányi, C. S., Kosztyán, Z., Kránicz, B., Schanda, J., & Navvab, M. (2007). Using multimedia interactive e-teaching in color science. LEUKOS, 4(1), 71-82.
Liao, Y. W., Huang, Y. M., & Wang, Y. S. (2015). Factors affecting students’ continued usage intention toward business simulation games: an empirical study. Journal of Educational Computing Research, 53(2), 260-283.
Liu, C. H., & Huang, Y. M. (2015). An empirical investigation of computer simulation technology acceptance to explore the factors that affect user intention. Universal Access in the Information Society, 14(3), 449-457.
Marcoulides, G. A., & Saunders, C. (2006). Editor’s comments: PLS: a silver bullet? MIS Quarterly, 30(2), iii-ix.
Merhi, M. I. (2016). Towards a framework for online game adoption. Computers in Human Behavior, 60, 253-263.
Perge, E. & Zichar, M. (2015). Computer assisted method for cognitive improvement of color aptitude. In Proceedings of the 6th IEEE International Conference on Cognitive Infocommunications (pp. 357-362).
Perge, E. (2015). The experience of applying a method to develop the use of color theory. Annales Mathematicae et Informaticae, 45, 135-149.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Tao, Y. H., Cheng, C. J., & Sun, S. Y. (2009). What influences college students to continue using business simulation games? The Taiwan experience. Computers & Education, 53(3), 929-939.
Tao, Y. H., Cheng, C. J., & Sun, S. Y. (2012). Alignment of teacher and student perceptions on the continued use of business simulation games. Educational Technology & Society, 15(3), 177-189.
Wang, C. S., & Huang, Y. M. (2016). Acceptance of cloud services in face-to-face computer supported collaborative learning: a comparison between single-user mode and multi-user mode. Innovations in Education and Teaching International, 53(6), 637-648.
Watson, W. R., Mong, C. J., & Harris, C. A. (2011). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56(2), 466-474.
Zaltman, G. (1995). How customers think: essential insights into the mind of the market. Boston: Harvard Business School Press.
Zhou, T. (2011). Understanding mobile Internet continuance usage from the perspectives of UTAUT and flow. Information Development, 27(3), 207-218.