Abstract
The current study examined how students’ frequency of interactions with game-based features impacted their system performance (i.e., total trophies won and achievement levels earned) and attitudes toward the game-based system, iSTART-ME. This study (n=40) was a part of a larger study (n=124) conducted with high school students. Results indicate that students’ interactions with game-based features were positively related to both their system performance and their posttest attitudes toward the system. These findings provide further support showing that the integration of game-based features has positive effects on students within educational learning environments.
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Snow, E.L., Jackson, G.T., Varner, L.K., McNamara, D.S. (2013). The Impact of System Interactions on Motivation and Performance in a Game-Based Learning Environment. In: Stephanidis, C. (eds) HCI International 2013 - Posters’ Extended Abstracts. HCI 2013. Communications in Computer and Information Science, vol 374. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39476-8_22
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DOI: https://doi.org/10.1007/978-3-642-39476-8_22
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