Authors: Mathieu Muratet; Elisabeth Delozanne; Patrice Torguet; Fabienne Viallet
Addresses: INS HEA, 58-60, avenue des landes, 92150 Suresnes, France ' LIP6, Université Pierre et Marie Curie, 4 place Jussieu, 75005 Paris, France ' IRIT, Université de Toulouse, 118 route de Narbone, 31400 Toulouse, France ' UMR EFTS, Université de Toulouse, 118 route de Narbone, 31400 Toulouse, France
Abstract: Video games are supposed to provide a good learning environment. We study a large-scale use (260 students and 20 teachers) of Prog&Play, a serious game specially designed to teach computer programming fundamentals. In earlier quantitative studies, we found, through a students' motivation survey, that the students' interest for Prog&Play was not only related to the intrinsic game quality, it was also related to the teaching context. In this paper, we investigate contextual effects that influence motivational and learning benefits while using Prog&Play in different teaching settings. Results from a qualitative study of 41 students' and 18 teachers' comments, suggest guidelines for a successful implementation of Prog&Play.
Keywords: serious games; teaching contexts; computer programming; student motivation; usage feedback; teachers; teacher concerns; context adaptation; Prog&Play; video games; learning environments; intrinsic qualities; game qualities; contextual effects; motivational benefits; learning benefits; qualitative studies; teaching settings; universities; higher education; France; Toulouse; Paris; IUT; University Institutes of Technology; learning technology.
International Journal of Learning Technology, 2012 Vol.7 No.4, pp.419 - 433
Available online: 20 Feb 2013Full-text access for editors Access for subscribers Purchase this article Comment on this article