A RESEARCH ON CONTRIBUTION OF COMPUTER GAME- BASED LEARNING ENVIRONMENTS TO STUDENTS MOTIVATION

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1 Journal of Global Research in Education and Social Science 4(4): , 2015 ISSN: International Knowledge Press A RESEARCH ON CONTRIBUTION OF COMPUTER GAME- BASED LEARNING ENVIRONMENTS TO STUDENTS MOTIVATION ASLIHAN TUFEKCI 1*, GUNCE ALI BEKTAS 2 AND UTKU KOSE 3 1 Department of Computer Ins. Technical Education, Gazi University, Gazi Faculty of Education, Ankara, Turkey. 2 Department of Computer Education, Gazi University, Informatics Institute, Ankara, Turkey. 3 Usak University, Computer Sciences Application and Research Center, Usak, Turkey. AUTHORS CONTRIBUTIONS This work was carried out in collaboration between all authors. Authors GAB and AT designed the study, wrote the protocol and interpreted the data. Author UK anchored the field study, gathered the initial data and performed preliminary data analysis. All authors managed the literature searches and produced the initial draft. All authors also read and approved the final manuscript. Received: 21 st July 2015 Accepted: 23 rd August 2015 Published: 12 th September 2015 Original Research Article *Corresponding author: asli@gazi.edu.tr; ABSTRACT In today s world, computer games have become social networks that are able to reach masses and virtually bring thousands of people together for a common purpose. Albeit thought as a tool of entertainment, computer games designed for educational purposes enable us to make it possible for individuals to attain certain habits through repetition. Objective of this work is to examine contribution of computer game-based learning to students motivation. In this sense, a world-wide famous game Lineage II, which was developed for the purpose of entertaining, has been used along Turkish courses for 10 th and 11 th grades. Following the application of the process, 30 students out of the 100 test subjects have randomly been chosen and asked to fill out a survey and give responses to a set of questions. The survey has been evaluated via frequency analysis and also responses given to the related questions have been considered. As a result of the work, it has been determined that the students were satisfied with the work, and that because the game chosen was war-themed, gender has caused an important variance. It has been made clear that, in general, students enjoyed the game-based learning environment, that they were less concerned, and that it has enhanced individual learning. Keywords: Game-based learning; educational game playing; learning environment; computer games; learning approaches. 1. INTRODUCTION system. Being one of the most important technological advances of our time, the computer is All societies have encountered major changes in one of the essential cultural aspects of our century; its almost all areas of life during the century. Daily use being widespread rapidly. If we take a look at the advances in science and technology are effecting the brief history of the computer in parallel to its rapid social structure, especially that of the education development, we can see that we have come across

2 computer games shortly after the invention of the computer itself. Even first arrive of computers in 70s, predictions regarding to revolutionized learning approaches have been started to be discussed [1]. The amount of time kids spend playing computer games has increased vastly over the past 30 years. The time spent at home and arcades was an average of 4 hours a week in the mid-80s, whereas today girls in elementary school and junior high spend 5.5 hours a week, and boys spend up to 13 hours [2,3]. Since kids are so fond of playing computer games without ever getting bored, their use in the field of education is an issue which should seriously be considered. Its use would make it possible to overcome the boring structure of the class and the process of education could be fun and inviting for the students. Computer games should not be seen only as an intriguing type of playing, but also as a means to enable the kids to have a good time during which they can learn or enhance what they have already studied, through repetition. The general consensus about educational computer games is that they provide an atmosphere of zest. Students want to use games during class and during the game and they try to solve problems through research. Besides, it is commonly known that games provide a basis for teamwork [4,5]. While increasing the motivation of the students, games also enable them to be interested in the topic, and to be selfconfident about learning, which is a key point for success [6-8]. Furthermore, it is also possible to improve perception of self-competence. Research works in the field show that individuals with high perception of computer self-competence are much more enthusiastic about volunteering to activities involving the use of computer. It is important that they have high expectancy from such activities. The research interest of perception of computer self-competence, gender, experience in computer use, accessibility, frequency of use etc. is very common in the field. To sum up the results of the researches, there is a link between experience in computer use, frequency of use, accessibility and perception of computer self-competence. In the context of the related explanations, objective of this work is to examine contribution of computer game-based learning to students motivation. In order to achieve that, a world-wide famous game Lineage II, which was developed for the purpose of entertaining, has been used along Turkish courses for 10 th and 11 th grades. In order to form the educational settings, the related game has been altered and a typical approach of educational game has been employed along the research work. Instead of an educational game, a game designed just for fun has been chosen because educational games designed with an educational content cannot be efficient within a certain age group because of its graphics, and cannot proceed further than repeating itself. In our research, a totally different path has been chosen and a noneducational game has been enhanced with educational content. Unfortunately, the concept of educational computer games is relevantly new in Turkey and during the research it has been noted that educational computer games are not commonly used in the curriculum. However, research works have shown that computer game based learning can be used during the elective courses and that there is a link between computer games and perception of computer selfcompetence. This research is important in the sense that it will shed light to educators and researchers of the field to show that fun-based games along with educational content can be used at the same time. The remaining content of the paper has been organized as follows: The next section briefly focuses on the history of computer games in order to enable readers to have enough idea about what level of popularity and effectiveness do computer games have currently. After that, the third section explains the role of computer games to process of learning along educational works. 2. BRIEF HISTORY OF COMPUTER GAMES When we take a look at the history of computer games, we see that the first computer games were designed in the late 70s and early 80s. De Aguilera and Mendiz mention that the advancement of the computers during the 80s were highlighted, thus giving way to the widespread use of computer games [9]. It can be said that, the research interest on computer games have increased as a result of the widespread use of the games. Today, games are more than just leisurely activities and due to their common use in all fields such as education, healthcare, military and business, there are lots of different research ways on games. For instance, there are different type of works focusing on students computer game preferences and effects of these preferences on students. On the other hand, there are also review works on the latest technological advancements regarding to games. Finally, there are also works trying to answer why people play computer games and examining the employment of games designed for educational and social purposes. In their work, Garris, Ahlers and Driskell state that computer games are tools that people play with voluntarily, those are fun and independent from the real world and restricted to the rules within themselves [10]. As Walsh states, most young adults 236

3 spend their time playing computer games [11]. According to Pillay, computer games have many possible effects on kids performances. Because of the games kids play just for fun, they can simultaneously attain the information they require [12]. Prensky emphasizes that computer games may establish a new learning culture and that this may better cover the students habits and attention [13]. When kept in mind the potential that computer games hold, teachers or specialists should use them in class in order to enhance the students learning capacities and to provide them with a better learning environment. At this point, however, emerges the design problems for the games to be used for educational purposes. When designing a game for educational purposes, there are many aspects to be considered in order to design a game in which there will be a perfect balance between education and fun and from which the students can acquire the necessary educational content. Whereas computer games are used only for the purpose of getting the students attention and increasing their motivation, a game can solely be used as the main material for a course instead of just supplementing. As Kiili puts, both educational purposes and playing games should be analyzed carefully in order to maintain a perfect balance between the two. The levels of the game should carefully be designed during the process [14]. On the other hand, the wide range of possibilities the internet provides is one of the main factors that have led to the increase in computer games. Online games reach out to much more people and give people the freedom to play wherever and whenever they please. One of the main advantages of online games is the fact that they make it possible for people of different cultures and countries to meet virtually. With these possibilities, players have a tendency towards multiplayer online games and thus the popularity of multiplayer games increases. It has been observed that researches on multi-player games and their effects on the players have increased. Games such as Everquest, Quest Atlantis, Civilization III, Environmental Detectives, and Battlefield can be named as examples on popular computer games and the research efforts conducted on them. According to Griffiths, Davies and Chappell, these games are much more detailed and they have been designed in order to provide a wider range of virtuality. In addition, as mentioned previously, one of the main features of these games is the fact that they can join more people virtually [15]. One of the most popular online games, Lineage, for instance has achieved in getting 2.5 million registered players. Furthermore, Sony Online has achieved subscribing over 400 thousand players with their game Everquest. As Snider puts it, online games aim at increasing the possibility of playing just for fun [16]. The use of online games for educational purposes has shown an increase parallel to the increased level of internet use. There are researches on online games and they have proved to be important in examining people s habits and their attitudes towards these games, providing sufficient information on using games for educational purposes. Making use of highlevel educational online games in order to adapt them to the learning environment has become much more important in our times. To sum up, computer games designed in accordance with the curriculum provide a better and permanent understanding in a short amount of time for the students as well as enabling them easier access to information. 3. THE CONTRIBUTION OF COMPUTER GAMES TO LEARNING In parallel to the advancements in computer technology, the game industry also shows improvement every day. The fact that, just like computers, computer games can be used in education is accepted without a doubt, but educators and specialists are seeking ways to integrate the games in the most efficient and effective way possible. As a result of these efforts, there are many alternative teaching methods and techniques and game-based learning is one of them. With this type of learning, the individual is able to learn faster and their motivation is peaked in order to enable them to attain certain habits through various repetitions. The fact that computer games can turn repetitions which can become boring at times into something fun, makes it important to make use of them in education for certain age groups. The benefits to be achieved in this context are mainly [17]: Motivating the students, Getting their attention, Easy adaptation to teamwork, Enforcing critical thinking, and Enabling the students to better form a causal link. As a result of these benefits, and many more, the application of games has shown itself in many fields in addition to education. But at this point, it is also important to indicate that effectiveness of a computer game in educational processes is associated with characteristics of the game and how it is employed along the related processes [18-20]. 237

4 4. THE APPROACH FOLLOWED IN THIS RESEARCH WORK This research has dwelled on keeping the students motivation high and getting their attention. In this sense, the teacher tracks the students success by either assigning a homework study or enabling them do tests via Moodle. Furthermore, the teacher gives objects from the game and with the help of these objects, the character (played by the students) in the game gets stronger. Successful students character seems to be stronger than the ones played by less successful students. It is thought that in this way, the less successful students will try to strengthen their characters in the game in which all their friends are playing. In any case, the results of the research show that students who are not successful in their lessons repeatedly take the given test in order to keep up with their friends because, students who want to play the game but are not successful in their studies constantly lose the game against the successful ones. It is evaluated that this situation forces the students who are considered to be lazy to be more ambitious, enabling them to push themselves into taking the test and to study more. One of our supportive objectives in this work is to motivate the students in ways other than traditional methods and to enhance their success rate and this goal has partially been achieved. 5. METHODS As it was mentioned before, the objective of this work is based on examining effects of computer gamebased learning to students motivation. In this context, a game has been employed along an educational process. In order to evaluate findings from this process and have idea about effects of games in motivation, an appropriate evaluation approach should be applied. In this work, a survey material has been used and the frequency analysis of the survey by method of applying quantitative research has been carried out. In addition, the students have also wanted to response to a set of questions in order to understand if benefits of computer game-based learning were achieved with the learning process. Because the game file was too big, the students were chosen randomly among those who tried the game, and high school students of 16 and 17 years of age have completed the survey and responded to the related questions. While choosing the students, it has been aimed to determine students with near academic achievement levels and having good level of English. Although the game has been altered, good level of English (with experience of studying at least three years) has been required in order to eliminate this factor, which may affect objectiveness of the learning process. As for the design of the game-based learning environment, Lineage 2 and Moodle system have been used. The detailed description of Lineage2 and the Moodle system are not covered in this work. Using Moodle as a starting point for the application design, it has been arranged so that for each correct answer (net score) game money is transferred to the character played by the student in Lineage 2 via communication with the game server database. This way, the student can answer or go over the questions the teacher determines and is rewarded according to success rate. In our research, we have performed a hundredquestion-multiple-choice test of Turkish grammar and a reward according to their scores has been uploaded to their accounts. Upon completion of the upload their accounts have been activated and they were required to play the game for a week. After the one-week period, the applicants were asked to fill out a survey which was sent through a site which provides them and the results were also obtained from the same site. They were also enabled to give responses a set of questions provided over a written form. As general the teaching / learning context has been based on typical Turkish courses given commonly at Turkish schools. Such courses include both grammar and review of the Turkish Literature. Turkish courses generally aim to enable students to gain necessary knowledge and ability on Turkish language and grammar structures regarding to usage of Turkish in the sense of reading and writing. Turkish courses are chosen in this work because these courses are often found by students boring and students generally have difficulties on learning important aspects although they believe their success on Turkish grammar and other associated subjects. 6. OBTAINED RESULTS The results were obtained from the surveys completed by 23 boys and 7 girls, randomly chosen, among the 100 students who tried the application. Some works had shown that there were no significant changes or at least some slight differences in some aspects, according to gender [21-23]. However our work shows that there is a distinct difference based on gender. Table 1 shows the range of game preferences of those who have participated in the survey and 5 of the 7 girls (71%) prefer simulated games, whereas only 2 out of the 23 boys (6%) prefer the same type. 13 boys (56%) like MMORPG, which is the type used in the work, whereas only 1 girl stated that she likes them. 238

5 For future research works, it will be better to keep a balance of genders for better results. Another significant point is that, most of those who spend more time on the computer have a tendency to enjoy online MMORPG. It has been noted that some students who used this application for a week, spent approximately six hours on the computer. In their surveys, these students mentioned that they prefer these types of games in their daily activities as well. This shows how effective it would be to choose the type of game students prefer in their daily lives to carry out a game-based method in teaching. Another aspect to be noted when it comes to gender is the fact that, as stated by the girls, they do not have any anxieties about using the computer as a means of social networking and sharing information, but when it comes to playing computer games, they do not think they are helpful in their education whatsoever. Table 1. Game preferences regarding to students involved in the work Game type Male Female f % f % FPS RPG Simulation Strategy Other Total Fig. 1. The educational process in the work Game Preferences FPS RPG Simulation Strategy Other Male Female Fig. 2. Graphic regarding to game preferences 239

6 Male students, on the other hand, state that this kind of game has gotten their attention and that they are satisfied with the work. The answers to the question Does this type of computer game motivate you in your studies? are generally positive and the gender range is shown in Table 2. Table 3 shows the appreciation of the work. According to the Table 3, about 43% of the students didn t enjoy the process. On the other hand, about 57% of these students enjoyed the process. Students who preferred MMORPG, saying they see the computer as a means of social networking, may also be the main reason as to why they prefer online games because the basis of online games is playing against a character who is being driven by another person rather than the computer itself which makes it necessary for individuals communicate with each other. Table 4 shows that the type of game chosen for the work is important. As mentioned before, this situation is a significant indication which shows that using motivation enhancing games in such processes should be similar to the ones students normally prefer. Another significant point which reveals itself at the end of the work is that those who like MMORPG but are not very successful in their studies tend to spend more time playing the game. It is evaluated that some of the reasons behind this is that the game is not commonly known in Turkey, that the students were curious about the game and that they wanted to try it out. For similar processes, it should be kept in mind that choosing a game not commonly known may arouse curiosity and that this situation may have certain advantages and disadvantages. It is evaluated that these aspects should be kept in mind when choosing the games to be used in future works. Table 5 shows the time ranges the surveyed students have spent on the computer. When evaluated together with Table 5, it has been determined that students who play MMORPG and enjoyed the application spend more time on the computer than others. Table 2. Motivational status according to gender Does this type of computer game motivate you in Male Female Total your studies? Yes Partially No Total f % f % f % Does this type of computer game motivate you in your studies? Yes Partially No Female Male Fig. 3. Graphic regarding to the answers to the question Does this type of computer game motivate you in your studies? 240

7 Table 3. The appreciation of the work Number of people who enjoyed the process Number of people who didn t enjoy the process Total f % f % f % Table 4. The appreciation of the individuals who enjoy MMORPG Those who play RPG/MMORPG and like the application Those who play RPG/MMORPG but don t like the application Total f % f % f % Students' Net Score Net Score S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 Students Fig. 4. Graphic regarding to students net score Table 5. Time spent on the computer Hour / Week Male Female Total f % f % f % 1-5 hours hours hours hours hours and over Game money was transferred to the students game accounts according to the net scores they got from the test given on Moodle. Table 6 shows the students net scores and the amount of time spent playing the game and it is seen that those who had higher scores spent more time playing than others. The amount of time spent in the game does not reveal the amount of time actually spent playing. When examining Table 6, other than the four students who left their computers on, it is seen that the success rate of the 26 students is 83, that the 5 students who scored above the average score spent 369 minutes in the game, and that the other 21 spent an average of 253 minutes. It has been evaluated that the student with the high net score spent more time playing because he/she liked the application. It is also seen that the 5 students whose test scores were low and who enjoyed the game, took the test again in order to strengthen their character in the game. As it was mentioned before, also a set of questions was responded by the students in order to understand if benefits of computer game-based learning were achieved with the related learning process. Table 7 below shows information regarding to responses for each question. According to Table 7, students think generally that it is possible to experience the benefits of computer game-based learning along such learning process performed in this work. 241

8 Table 6. Students net scores and the amount of time spent playing the game Student Net score Time (minutes) Student Net score Time (minutes) S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S Net score Time (minutes) Total Average Table 7. Students responses to the questions asked about benefits of the game-based learning along the process Question Yes Partially No f % f % f % The game in this process got my attention This process affected my learning positively Using such computer game can adapt me to also other courses. I want to experience such game-based process along collaborative projects with my friends. Using such process can enable students to better form a causal link. My critical thinking can be improved thanks to such process CONCLUSIONS AND FUTURE WORK This research work has been performed based on examining effects of computer game-based learning on students motivation. A learning process including usage of a game has been performed and obtained findings after this process has been reported briefly. According to obtained results, it can be said that employment of games has effects on students motivation and results to positive findings mostly although some students had also some negative ideas about the process. It is better to discuss more about conclusions in order to understand better about contribution of this research work. Unlike some other research works [21-23], the most significant point in the survey results is that gender plays a crucial role. On the basis of the research findings we can argue that gender creates a difference because of the game type chosen, because almost all the girls had stated that they normally prefer simulation games rather than the type chosen for this work. The difference was not only because of the game type; it has been determined that most of the girls spend time on the computer to socialize with their friends, that they enjoy spending time with them and that they do not enjoy computer games or having the teacher ask questions in class about subjects they do not understand. It is seen that they are glad, in a general sense, that they have computers in education, but feel that these types of games will not motivate the students to study. When it comes to boys, it has been determined that most of them enjoy computer games and communicating with their friends online, that they are not intimated by their teacher s questions on subjects they do not understand but are somewhat reserved in presence of classmates. Furthermore, the number of boys who think these types of games will help them with their studies is quite high. 242

9 Apart from the above mentioned, it has also been noted that among boys who had stated that they played these types of games before, and that their favorite type is MMORPG, all, except one, stated that they enjoyed the application. It has been determined that students who spend 3 or more hours on the computer play mostly MMORPG, that they like communicating online and that they believe using the computer for their studies motivates them. It has been noted that students spent a lot of time on this application. Along one week of the process, the highest time spent playing the game is 73 hours, which means more than 10 hours a day. When asked about it, the students reported that they did not spend all that time playing, that they just left their computer on and the application running. There have been various problems during the work due to the fact that the system requirement of the game, Lineage2, is high. Since it was not possible to carry out the process over and over, the characters were designed to be instantly strong when students were successful. In this case, successful students did not have to take the test. When adapted to a real teaching environment, how the character will build up should be carefully considered and it should enforce students to give more of their time to the learning process in order to reach the highest level possible. As a result, it can be said that students enjoy gamebased learning, that it minimizes their anxiety and assists individual learning. Furthermore, with the results of the process at hand, although gender plays a crucial role in the variance, only 16% believe that these kinds of games will not be of help in motivation, whereas 56% liked the application. Although it may seem that this 56% may be reflecting the views of the majority, it is evaluated that this rate could be increased with the application of different types of games. It is also important that students are aware about benefits of computer game-based learning. According to findings obtained in this work, students think generally that it is possible to experience some benefits of using computer games for educational purposes; in a typical process experienced in this work. After the encouraging results, we also think about some future works. In this context, it is aimed to perform similar learning process with employment of different games in different courses. It should also be indicated that this research work has been a starting point for such research efforts on understanding the role of computer games in educational processes. In the future, more comprehensive research settings formed for examining both teachers and students in game-based learning approaches will be employed in alternative research works. Finally, we are highly motivated for designing and developing a special educational game which can be used along gamebased learning works. COMPETING INTERESTS Authors have declared that no competing interests exist. REFERENCES 1. Van Eck R. Digital game-based learning: It's not just the digital natives who are restless. Educause Review. 2006;41(2): Anderson CA, Gentile DA, Buckley KE. Violent video game effects on children and adolescents: Theory, research, and public policy. Oxford University Press; Gentile DA, Lynch PJ, Linder JR, Walsh DA. The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence. 2004;27(1): Pivec M, Dziabenko O. Game-based learning framework for collaborative learning and student e-teamwork; Available: 5. Anderson G, Hilton S. Increase team cohesion by playing cooperative video games. CrossTalk. 2015; Durkin K, Boyle J, Hunter S, Conti-Ramsden G. Video games for children and adolescents with special educational needs. Zeitschrift für Psychologie; Tüzün H, Yılmaz-Soylu M, Karakuş T, Đnal Y, Kızılkaya G. The effects of computer games on primary school students achievement and motivation in geography learning. Computers & Education. 2009;52(1): Ke F. A qualitative meta-analysis of computer games as learning tools. Handbook of Research on Effective Electronic Gaming in Education. 2009;1: De Aguilera M, Mendiz A. Video games and education: (Education in the Face of a Parallel School ). Computers in Entertainment (CIE). 2003;1(1): Garris R, Ahlers R, Driskell JE. Games, motivation, and learning: A research and practice model. Simulation & Gaming. 2002; 33(4): Walsh D. Kids don't read because they CAN'T read. Education Digest. 2002;67(5):

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