Abstract
Networked interactivity is one of the essential factors that differentiate recent online educational games from traditional stand-alone CD-based games. Despite the growing popularity of online educational games, empirical studies about the effects of networked interactivity are relatively rare. The current study tests the effects of networked interactivity on game users' learning outcomes by comparing three groups (online educational quiz game vs. off-line educational quiz game vs. traditional classroom lecture). In addition, the study examines the mediating role of social presence in the context of educational games. Results indicate that networked interactivity in the online educational quiz game condition enhances game users' positive evaluation of learning, test performance, and feelings of social presence. However, there was no significant difference between the off-line educational quiz game and the lecture-based conditions in terms of learning outcomes. Further analyses indicate that feelings of social presence mediate the effect of networked interactivity on various learning outcomes. Theoretical and practical implications are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 620-633 |
| Number of pages | 14 |
| Journal | International Journal of Human-Computer Interaction |
| Volume | 27 |
| Issue number | 7 |
| DOIs | |
| Publication status | Published - 2011 Jul |
Bibliographical note
Funding Information:This research was supported by the World Class University grant (Grant No. R31-10062) funded by the National Research Foundation, S. Korea.
All Science Journal Classification (ASJC) codes
- Human Factors and Ergonomics
- Human-Computer Interaction
- Computer Science Applications