Empirical evidence of the game-based learning advantages for online students persistence
The paper presents the empirical results obtained from a study conducted on a game-based online course that took place in 2014 with 47 participants. The study evidenced the benefits of the learning games mechanics on learners’ willingness to continue the course. Assuming the interest for the subject...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
European Alliance for Innovation (EAI)
2015-07-01
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| Series: | EAI Endorsed Transactions on Serious Games |
| Subjects: | |
| Online Access: | http://eudl.eu/doi/10.4108/sg.1.4.e5 |
| _version_ | 1819162850295283712 |
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| author | A. Imbellone G. Marinensi C.M. Medaglia |
| author_facet | A. Imbellone G. Marinensi C.M. Medaglia |
| author_sort | A. Imbellone |
| collection | DOAJ |
| description | The paper presents the empirical results obtained from a study conducted on a game-based online course that took place in 2014 with 47 participants. The study evidenced the benefits of the learning games mechanics on learners’ willingness to continue the course. Assuming the interest for the subject of the course as a fundamental condition for student persistence within the course, it is shown how it can be significantly enhanced by the presence of both ludic and narrative game-based elements. |
| first_indexed | 2024-12-22T17:34:47Z |
| format | Article |
| id | doaj.art-702346b2c03245f79fd59bf18b6ac111 |
| institution | Directory Open Access Journal |
| issn | 2034-8800 |
| language | English |
| last_indexed | 2024-12-22T17:34:47Z |
| publishDate | 2015-07-01 |
| publisher | European Alliance for Innovation (EAI) |
| record_format | Article |
| series | EAI Endorsed Transactions on Serious Games |
| spelling | doaj.art-702346b2c03245f79fd59bf18b6ac1112022-12-21T18:18:31ZengEuropean Alliance for Innovation (EAI)EAI Endorsed Transactions on Serious Games2034-88002015-07-01141610.4108/sg.1.4.e5Empirical evidence of the game-based learning advantages for online students persistenceA. Imbellone0G. Marinensi1C.M. Medaglia2Digital Administration and Social Innovation Centre (DASIC), Link Campus University of Rome, ItalyDigital Administration and Social Innovation Centre (DASIC), Link Campus University of Rome, ItalyDigital Administration and Social Innovation Centre (DASIC), Link Campus University of Rome, ItalyThe paper presents the empirical results obtained from a study conducted on a game-based online course that took place in 2014 with 47 participants. The study evidenced the benefits of the learning games mechanics on learners’ willingness to continue the course. Assuming the interest for the subject of the course as a fundamental condition for student persistence within the course, it is shown how it can be significantly enhanced by the presence of both ludic and narrative game-based elements.http://eudl.eu/doi/10.4108/sg.1.4.e5dropoutgame-based learningon-line educationserious games |
| spellingShingle | A. Imbellone G. Marinensi C.M. Medaglia Empirical evidence of the game-based learning advantages for online students persistence EAI Endorsed Transactions on Serious Games dropout game-based learning on-line education serious games |
| title | Empirical evidence of the game-based learning advantages for online students persistence |
| title_full | Empirical evidence of the game-based learning advantages for online students persistence |
| title_fullStr | Empirical evidence of the game-based learning advantages for online students persistence |
| title_full_unstemmed | Empirical evidence of the game-based learning advantages for online students persistence |
| title_short | Empirical evidence of the game-based learning advantages for online students persistence |
| title_sort | empirical evidence of the game based learning advantages for online students persistence |
| topic | dropout game-based learning on-line education serious games |
| url | http://eudl.eu/doi/10.4108/sg.1.4.e5 |
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