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Motivational and Cognitive Aspects of Applying Educational Games as a Learning Tool
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Author(s): Miroslav Minovic (University of Belgrade, Serbia), Miloš Milovanovic (University of Belgrade, Serbia), Ivana Kovacevic (University of Belgrade, Serbia), Jelena Minovic (Institute of Economic Sciences, Serbia)and Dušan Starcevic (University of Belgrade, Serbia)
Copyright: 2012
Pages: 26
Source title:
Handbook of Research on Serious Games as Educational, Business and Research Tools
Source Author(s)/Editor(s): Maria Manuela Cruz-Cunha (Polytechnic Institute of Cavado and Ave, Portugal)
DOI: 10.4018/978-1-4666-0149-9.ch046
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Abstract
In this chapter, the authors present a study conducted among university students with the purpose of acquiring empirical evidence to support the claim that game design can be used as an effective form of learning. The authors measured the effects of different learning approaches with the respect of individual differences in cognitive styles. Use of game designing opens the ability of better understanding the subject matter. Learning motivation is another relevant factor of learning performance. Since the authors were uncertain if this way of conveying educational process really has a positive impact on learning effect, they decided to observe the effect of different learning contexts both on exam results as the measure of learning outcome and subjectively reported level of motivation. Initial results provide a good argument for use of game design as a student learning tool. In addition, the authors report some influence of cognitive style on effectiveness of using game design.
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