April 2012 Volume 15 Number 2 - Educational Technology & Society

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Table 5. Summary table of t-test for attempted tasks Via-version Without-version t Total Mean Total Mean Attempted tasks 750 17.04 572 13.00 t=4.13* *
quests further involves students’ reading in language learning. It is feasible to integrate language learning pedagogies to promote students’ reading comprehension during the process of quest-taking, since narrative is a powerful method of information delivery, both for human culture transmission and for digital game design (Buckingham & Burn, 2007; Dickey, 2006). Conclusion This study shared an experience in developing a My-Pet-My-Quest game environment according to a three-tier framework. To answer the research question—what are the influences of game quests on students’ math learning in terms of perception of enjoyment and goal-pursuing, this study conducted an experiment focusing on the examination of the quest mechanism. Quests were found to exert significant influences on students’ perceptions, including enjoyment, goal orientation, and goal intensity. In addition, the findings revealed that quests encouraged active participation and increased the intensity of attempted learning behaviors. However, due to the limitations of this experiment, some further investigations are required. Firstly, although this study showed positive influence of game quests on students, it was merely a short-term study. The long-term effects of quests are still unclear. In addition, because the questionnaire used in the experiment was developed by authors, its reliability and validity should be further examined in the future work. Finally, considering the ages of participants, other instruments (e.g., direct observation, interview or questionnaire to teachers) might be more precise to examine the effects of game quests. Other instruments could be taken into account in the future. Acknowledgements The authors would like to thank the National Science Council of the Republic of China, Taiwan, for financial support NSC-99-2631-S-008-001 and NSC-99-2511-S-008-002. References Barlett, C. P., Anderson, C. A., & Swing, E. L. (2009). Video game effects—confirmed, suspected, and speculative: A review of the evidence. Simulation & Gaming, 40(3), 377-403. Buckingham, D., & Burn, A. (2007). Game literacy in theory and practice. Journal of Educational Multimedia and Hypermedia, 16(3), 323-349. Burton, R. R. & Brown, J. S. (1979). An investigation of computer coaching for informal learning activities. International Journal of Man-Machine Studies, 11, 5–24. Chang, S. B., Lin, C. J., Ching, E., Cheng, H. N. H., Chang, B.,...Chan, T. W. (2009). EduBingo: Developing a content sample for the one-to-one classroom by the content-first design approach. Educational Technology & Society, 12(3) 343-353. Chen, Z. H., Deng, Y. C., Chou, C. Y., & Chan, T. W. (2007). Active open learner models as animal companions: Motivating children to learn through interaction with My-Pet and Our-Pet. International Journal of Artificial Intelligence in Education, 17(2), 145-167 Chen, Z. H., Liao, C. C. Y., Chien, T. C., & Chan, T. W. (2011). Animal companions: Fostering children’s effortmaking by nurturing virtual pets. British Journal of Educational Technology, 42(1), 166-180. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. Dempsey, J.V., Lucassen, B. A, Haynes, L. L., & Casey, M. S. (1997). An exploratory study of forty computer games (COE Technical Report No 97-2). Mobile, AL: University of South Alabama. Dickey, M. D. (2006). Game design narrative for learning: Appropriating adventure game design narrative devices and techniques for the design of interactive learning environments. Educational Technology Research and Development, 54(3), 245-263. 326
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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of learners. A search facilitated t
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information as human mediation mean
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Blau, I., & Barak, A. (2012). How D
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examined whether the readiness to p
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Table 5 presents the ANOVA for the
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However, in discussing a non-sensit
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deviations showed smaller variance,
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actual participation discussing sen
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Mesch, G., & Elgali, Z. (2009). Soc
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Although prior research on overall
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with a score of 39 and below as “
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Table 2 demonstrates mean scores an
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Discussion Although the recent Inte
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Furthermore, the most preferred pla
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MEB. (2009). Internete erisim proje
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Learning Management Systems (LMS) b
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practice and repetition with feedba
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Online peer assessment Peer assessm
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At an international conference on m
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� Ability to produce rich assessm
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Meishar-Tal, H., & Tal-Elhasid, E.
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Tsai, S. C. (2012). Integration of
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order to decrease text complexity a
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matter how the learners’ aptitude
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If compared by programs, WP student
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mean F2F 4.64 4.52 4.35 4.44 *: p
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een analyzed and were compared with
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
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Students perused the course materia
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problem. All articles were then sen
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tests, electronic tests are more li
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Students 10 and 11: My classmate Ed
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collection was also approved by all
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Ubiquitous Revision Seamless Collab
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Tai, Y. (2012). Contextualizing a M
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tasks were developed from task type
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experiences in this phase. Moreover
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test is administered again right af
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The collected data were analyzed wi
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Gorp, K. V., & Bogaert, N. (2006).
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4PL IRT model According to the numb
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examinee’s ability more accuratel
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would be more accurate if items j+1
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C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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Selection of the virtual tool The t
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Page 281 and 282: Technology Acceptance. The 10 items
Page 283 and 284: Table 4. Model Fit Indices Model χ
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Page 287 and 288: Discussion Differing from prior stu
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Page 291 and 292: Ge, Z.-G. (2012). Cyber Asynchronou
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Page 295 and 296: Table 3 shows us the following info
Page 297 and 298: Appendix B shows Class 1’s respon
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Page 301 and 302: Appendix A Responses concerning syn
Page 303 and 304: Shih, S.-C., Kuo, B.-C., & Liu, Y.-
Page 305 and 306: Adaptive U-learning Math Path Syste
Page 307 and 308: Figure 4. Online tutorial courses o
Page 309 and 310: Participants and Experimental Proce
Page 311 and 312: the influence of Test1 scores, an e
Page 313 and 314: Hall, T., & Bannon, L. (2006). Desi
Page 315 and 316: (Hofer & Pintrich, 1997; Liu, Lin &
Page 317 and 318: � Through online peer assessment,
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Page 321 and 322: Peng, H., Tsai, C.-C., & Wu, Y.-T.
Page 323 and 324: Since game-based learning has been
Page 325 and 326: The second reason is about the sust
Page 327 and 328: Methods Figure 5. Quest NPCs provid
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Page 333 and 334: Chang, I.-H. (2012). The Effect of
Page 335 and 336: (1) Vision, planning and management
Page 337 and 338: Based on an examination of the lite
Page 339 and 340: Table 2. Analysis of reliability an
Page 341 and 342: λ10 - 0.69 0.83 ε5 14.50 * - 0.32
Page 343 and 344: Bailey, G. D. (1997). What technolo
Page 345 and 346: Stegall, P. (1998). The principal:
Page 347 and 348: instruction has studied the student
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Page 351 and 352: Research question For the purpose o
Page 353 and 354: READI reliability To verify the con
Page 355 and 356: Physical -1.43333(*) .44699 .029 -2
Page 357 and 358: The results of this study suggest t
Page 359 and 360: Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
Page 361 and 362: domains. Five research questions we
Page 363 and 364: Research sample groups (4) Faculty
Page 365 and 366: 13. Policies, Social Culture Impact
Page 367 and 368: Non-Specified Others Engineering &
Page 369 and 370: (AR = -2.1) (n = 7) 2. Non-specifie
Page 371 and 372: (n): Total number of articles Resea
Page 373 and 374: Compared to the publications in 200
Page 375: Pedagogical Content Knowledge (TPAC
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