Reason and Emotion: How They Drive Students to Play a Color Game

Yong-Ming Huang

doi:10.29333/ejmste/85490

Full Text (PDF)

Yong-Ming Huang ¹ ^*

More Detail

¹ Department of Multimedia and Entertainment Science, Southern Taiwan University of Science and Technology, TAIWAN^* Corresponding Author

Abstract

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.

Keywords

color learning
mobile game
reasonable factor
emotional factor
intention

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 5, 1911-1924

https://doi.org/10.29333/ejmste/85490

Publication date: 19 Feb 2018

Article Views: 2768

Article Downloads: 1930

Open Access References How to cite this article

References

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. https://doi.org/10.1007/978-3-642-69746-3_2.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T.
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. https://doi.org/10.1016/j.compedu.2013.02.010.
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. https://doi.org/10.1080/1475939X.2015.1007077.
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. https://doi.org/10.5901/mjss.2013.v4n14p237.
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. https://doi.org/10.2307/249008.
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. https://doi.org/10.1287/mnsc.35.8.982.
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. https://doi.org/10.1111/j.1559-1816.1992.tb00945.x.
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. https://doi.org/10.2307/3151312.
Gutsch, A. K. (2011). Making sense of the meaning of color in industrial design (Master’s thesis). Retrieved on 07.02.2016 from http://hdl.handle.net/2142/26342.
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. https://doi.org/10.1016/j.im.2007.01.001.
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. https://doi.org/10.1016/j.compedu.2013.02.007.
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. https://doi.org/10.14742/ajet.1868.
Huang, Y. M. (2016). The factors that predispose students to continuously use cloud services: social and technological perspectives. Computers & Education, 97, 86-96. https://doi.org/10.1016/j.compedu.2016.02.016.
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. https://doi.org/10.1111/bjet.12468.
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. https://doi.org/10.1007/s11423-015-9382-9.
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. https://doi.org/10.1080/10494820.2014.997248.
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. https://doi.org/10.1111/bjet.12464.
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. https://doi.org/10.1111/j.1467-8535.2011.01242.x.
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. https://doi.org/10.1016/j.compedu.2013.07.008.
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. https://doi.org/10.1016/j.compedu.2012.06.014.
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. https://doi.org/10.1007/s11423-007-9076-z.
Koufaris, M. (2002). Applying the technology acceptance model and flow theory to online consumer behavior. Information Systems Research, 13(2), 205-223. https://doi.org/10.1287/isre.13.2.205.83.
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. https://doi.org/10.1177/0735633115598751.
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. https://doi.org/10.1007/s10209-015-0402-7.
Marcoulides, G. A., & Saunders, C. (2006). Editor’s comments: PLS: a silver bullet? MIS Quarterly, 30(2), iii-ix. https://doi.org/10.2307/25148727.
Merhi, M. I. (2016). Towards a framework for online game adoption. Computers in Human Behavior, 60, 253-263. https://doi.org/10.1016/j.chb.2016.02.072.
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). https://doi.org/10.1109/CogInfoCom.2015.7390619.
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. https://doi.org/10.1006/ceps.1999.1020.
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. https://doi.org/10.1016/j.compedu.2009.05.009.
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. https://doi.org/10.1080/14703297.2015.1060134.
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. https://doi.org/10.1016/j.compedu.2010.09.007.
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. https://doi.org/10.1177/0266666911414596.

How to cite this article

APA

Huang, Y.-M. (2018). Reason and Emotion: How They Drive Students to Play a Color Game. Eurasia Journal of Mathematics, Science and Technology Education, 14(5), 1911-1924. https://doi.org/10.29333/ejmste/85490

Vancouver

Huang YM. Reason and Emotion: How They Drive Students to Play a Color Game. EURASIA J Math Sci Tech Ed. 2018;14(5):1911-24. https://doi.org/10.29333/ejmste/85490

AMA

Huang YM. Reason and Emotion: How They Drive Students to Play a Color Game. EURASIA J Math Sci Tech Ed. 2018;14(5), 1911-1924. https://doi.org/10.29333/ejmste/85490

Chicago

Huang, Yong-Ming. "Reason and Emotion: How They Drive Students to Play a Color Game". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 5 (2018): 1911-1924. https://doi.org/10.29333/ejmste/85490

Harvard

Huang, Y.-M. (2018). Reason and Emotion: How They Drive Students to Play a Color Game. Eurasia Journal of Mathematics, Science and Technology Education, 14(5), pp. 1911-1924. https://doi.org/10.29333/ejmste/85490

MLA

Huang, Yong-Ming "Reason and Emotion: How They Drive Students to Play a Color Game". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 5, 2018, pp. 1911-1924. https://doi.org/10.29333/ejmste/85490