Flow-experience and acceptance in scenariobased e-learning settings in higher education - an empirical comparison of goalbased and gamebased learning environments.

ID: 53103 Type: Full Paper: Research
  1. Silke Schworm and Lisa Holzer, University of Regensburg, Germany

Thursday, June 28 11:15-11:45 AM Location: Jordaan 2 View on map

Presider: Chauvin Rachel, University of Paris-Nanterre, France

Abstract: Interest and acceptance of college students can be increased by designing individual learner-centred teaching arrangements including means of practical application with the help of goal-based and game-based’s learning approaches of instruction. In the study presented three didactic concepts were juxtaposed within in the scope of an e-learning environment about „laws on media use in school settings“. The goal-based scenario and game-based learning scenario, which are both characterized by a narrative structure, are compared to traditional e-learning, which corresponds to a more traditional tutoring approach. Data was assessed according to differences in interest development, flow-experience, acceptance and learning outcome. 120 teacher students took part in the study. Results showed that instructional design caused a significant effect on acceptance of the learning environment as well as flow experience. Learners in a goal-based learning environment showed significantly higher acceptance than those of the other groups. The same pattern of result was found in flow experience. Gender differences showed clearly of in interest development. While female learners showed an increase of interest, interest of male learners decreased above all conditions. There was no significant difference in learning outcome.

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