Satisfaction is insufficient: Insights from a randomized, controlled trial of a marketing simulation game.
Background: The development and promotion of educational games are still outpacing knowledge of these games' effects, raising calls for evidence of benefits and challenges. Studies suggest that students and teachers like games, but the payoff of the investment in terms of increased motivation and ac...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 6; pp. 1686 - 1703 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=160487804&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 160487804 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2022 vid: 38 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 160487804 157452239 160487804 160487804 10.1111/jcal.12703 160487804 ppf: 1686 ppct: 17 formats: tig: atl: Satisfaction is insufficient: Insights from a randomized, controlled trial of a marketing simulation game. aug: au: Skjelbred, Siv‐Elisabeth Daus, Stephan affil: Nordic Institute for Studies in Innovation, Research and Education, Oslo, Norway sug: subj: Outcomes of Education Evaluation Marketing Education Simulations Gamification Psychosocial Factors Motivation Evaluation Learning Methods Academic Achievement Evaluation Student Satisfaction Evaluation Teachers Psychosocial Factors Students, High School Psychosocial Factors Faculty Attitudes Evaluation Human Digital Technology Semi-Structured Interview Schools, Secondary Norway Adolescence Factor Analysis Chi Square Test Data Analysis Software Descriptive Statistics Confidence Intervals Male Female Randomized Controlled Trials Funding Source Multimethod Studies Feedback Student Attitudes Adolescent: 13-18 years Male Female ab: Background: The development and promotion of educational games are still outpacing knowledge of these games' effects, raising calls for evidence of benefits and challenges. Studies suggest that students and teachers like games, but the payoff of the investment in terms of increased motivation and achievement remains unclear. Objectives: This study investigates the pure effect of a marketing simulation game on motivation, perceived learning and achievement, above and beyond regular student‐active instruction. Methods: We applied a randomized, controlled experiment in a marketing course in upper‐secondary schools (Nclasses = 22; Nstudents = 433) comparing a collaborative–competitive marketing simulation game with regular, case‐based, student‐active instruction on three groups of outcome measures: motivation, perceived ability, and achievement. Additionally, students and teachers provided quantitative and qualitative feedback on game experiences. Results and Conclusions: We showcase the importance of a robust study design with valid compound instruments. Moreover, investigations of the game implementation and experiences reveal insights about intervention timing, differential negative consequences by gender and need for reflection opportunities. We find no clear evidence of positive or negative effects of the game, despite students' and teachers' satisfaction. Implications: Beyond the effect evaluation, we offer recommendations to researchers and developers of educational games about scaffolding, timing and teacher competence building. Lay Description: What is already known about this topic: Some curricula contains many terms and complex knowledge links.Simulation games are a popular remedy for these challenges.Prior studies have relied on users' satisfaction with the game and unrealistic comparisons. What this paper adds: This experiment compares game usage and regular student‐active instruction.They use various measures of satisfaction, motivation, perceived learning and achievement.The game has no effect on main outcomes. Implications for practice and/or policy: Game implementation requires digitally acquainted and trained teachers.Uncritical game design and use may motivate competitive boys over collaborative girls. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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