5 March 2010 (Friday) | 16:40 - 17:00 | http://citers2010.cite.hku.hk/abstract/39 | YONG, Su Ting, The University of Nottingham Malaysia Campus

1. Educational Computer Games: What are the Students’ Expectations? Yong Su Ting

2. Introduction Purpose of research What is educational game? Effective game design Methods Student feedback Discussion Conclusion Future research Outline of Presentation

4. Amory, Naicker, Vincent and Adams (1999)

5. Holzinger, Pichler and Almer (2001)

6. Rosas, Nussbaum, Cumsille, Marianov, Correa, Flores, Grau, Lagos, Lopez, Lopez, Rodriguez and Salina (2002)

7. Mokka, Vaatanen, Heinila and Valkkynen (2003)

8. Natvig and Line (2004)

9. Chua (2004)

10. Cai, Lu, Fan, Indhumathi, Lim, Chan and Jiang (2006)

11. Ke and Grabowski (2007)

12. Ebner and Holzinger (2007)

13. Warren, Dondlinger, Stein and Barab (2009)

14. Eagle and Barnes (2009)

15. Chaffin, Doran, Hicks and Barnes (2009)

16. Papastergiou (2009)

17. McInerney (2010).The use of computer games in education is a fast becoming popular trend (Becker, 2007).

18. Purpose of research Identify important elements of effective educational games. Determine students’ perceived importanceof these elements.

19. What is educational game? Educational computer games can be classified into 3 generations (Egenfeldt-Nielsen (2007). 1st generation: Edutainment - combination of educational and entertainment. 2nd generation: Built on cognitivism and constructivism. 3rd generation: Educational computer games use.

20. Educational Game Research Educational simulation game to teach children what to do in case of a domestic fire (Wishart, 1990). Educational computer game with a learning companion to teach mathematics (Holzinger, Pichler & Almer, 2001). Gameboy design - educational games to teach basic language acquisition skills, reading comprehension, spelling and basic mathematics operations(Rosas et al., 2002). A fitness computer game: 3D virtual environment & exercise bicycle (Mokka, Vaatanen, Heinila and Valkkynen, 2003). A game to learn history (Natvig and Line, 2004). A knowledge management (KM) simulation game (Chua, 2004). Sport-genre game to learn protein structures (Cai, et al., 2006). An online game : Structural Concrete Civil Engineering (Ebner and Holzinger, 2007). Educational game to learn computer memory concepts (Papastergiou, 2009).

21. Educational games have been proven to be motivational (Mokka, Vaatanen, Heinila & Valkkynen, 2003; Natvig & Line, 2004; Papastergiou, 2009; McInerney, 2010). Understanding of Motivational Construct Effective educational game development

22. Effective game design Game design process must consider motivation constructs and effective employment of motivation (Bixler, 2006). Game Design Motivation Motivation is the most important component in effective learning (Gee, 2003; Presky, 2003; Denis & Jouvelot, 2005). Effective Learning If no motivation then it will be no game playing and no learning (Gee, 2003).

25. Online Resources for Discovering Computer 2008

26. Wheel of Terms: Starting the Game

27. Wheel of Terms: Guessing the Words

28. Track and Field: Javelin events with multiple choices questions

29. Track and Field: long jump events with true/false questions

30. Track and Field: Hurdles events with short answer questions

31. Track and Field: End of the game

32. Data collection

33. Edutainment : Combination of education (support learning & useful) and entertainment (interesting & fun) (Prensky, 2003; Egenfeldt-Nielsen, 2007; Yong, 2009). Students’ feedback- 64 university students in 2009 Less expectation: Control & complexity.

34. Educational game must be useful. Control is the least important factor.

35. Discussion Students’ perceptions & expectations: 1st generation of educational game - Edutainment: Education (useful) + Entertainment (fun) Control – least important : 3rd generation of educational game - participation and control

36. Conclusion

37. Future research

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