Using games in classroom: All tutors and no stories make a virtual world a dull game

ID: 31607 Type: Brief Paper
  1. Mete Akcaoglu, Michigan State University, United States

Tuesday, March 8 12:10-12:30 PM

No presider for this session.

This experimental study was conducted to determine the effectiveness of inclusion of a storyline, as initiated and progressed by episodic tasks, in, Zon, a language-teaching virtual world. Researchers tested two versions of the platform (with or without tasks) to a group of primary school students (n=19). The results showed there was no statistically significant difference between the no-story and story versions, t(18) = 1.120, p=.277 in terms of liking, enjoyment and preference for future play. The unique design of the platform (the presence of tutors) is discussed as a potential explanation of the findings and suggestions as to using games in classroom is discussed.

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