Affecting Factors to Improve Adversity Quotient in Children through Game-based Learning

Affecting Factors to Improve Adversity Quotient in Children through Game-based Learning Siwaporn Boonsamuan School of Information Technology, Mae Fah Luang University, Muang, Chiang Rai siwaporn.boo@ mfu.ac.th Banphot Nobaew, Ph.D. School of Information Technology, Mae Fah Luang University, Muang, Chiang Rai banphot@mfu.ac.th Abstract This paper presents the key motivation factors of Game-based Learning (GBL) to improve Adversity Quotient (AQ) in the children. The study demonstrates that how the powerful factors in GBL can improve AQ in child learning. The game is designed for primary school pupils called Solar; the game content is a part of solar system. The paper investigates the GBL element factors which are Strategy and Reward: both factors show significantly influence to the players decision making. These two factors can be used as the fundamental key factors of game design in order to improve AQ for players. Additionally, the two factors can be utilised to develop the educational game which suits to the different kinds of learners in AQ improvement with GBL. Keywords adversity quotient, game-based learning, motivation, edutainment I. INTRODUCTION Digital multimedia is currently wide used many areas. It has been applied to create an educational environment to enhance learning. It utilizes to create a more realistic context for learning through different mediums [1] such as games, website and an e- learning course. The game is a medium that is widely used in an area of education. It is recognized as a powerful tool in terms of the learning process. Wang Guojiang [2] gave the meaning of motivation. It is a psychological attribute which is an impulse of behavior patterns, thought processes, actions or reactions. It consists of intrinsic motivation and extrinsic motivation. Intrinsic motivation is a state party to the action or learning something by themselves without the influence of external stimuli. There are factors with a strong connection between intrinsic motivation and a feeling of being in the groups, for example, a sense of crowd, awareness, cooperation, competition, imagination, control, curiosity and challenge [3]. Extrinsic motivation is a condition when a person is triggered by an external stimuli. For example, teachers can attract their students through media. As a result, students are more interested in the instructor s presentation [4]. When educational games are considered, it is found that problems occur repeatedly because there is a lack of motivational factors [5]. Therefore, the key motivation factors are the major motive forces that can improve the game design significantly in order to support users' behavior. To implement AQ successfully, the key motivations need to be investigated thoroughly. Therefore, this research aims to examine and investigate the major motivation factors from GBL in find of AQ. The results of this study could introduce the different viewpoints on the learning interests and learning motivations that can improve the game design process. II. LITERATURE REVIEW In this paper, the study made a literature review from a variety of game-based learning (GBL), board games, and Adversity Quotient (AQ). This part shows that game can be improve AQ between students and learning. A. Game-based learning The game-based learning (GBL) has been developed since the early 21 St century. It is used as a tool for developing the teaching and learning process. It has been found that the performance of the game is quite reliable. The GBL is an effective learning tool for the players. It is accepted as a method for employing the game in education among researchers, instructors and students. B. Board games The game has a long history in particular board game. Many people in history had ever played chess game; the recorded board game has existed since ancient Egypt around 3100 BC. Board game includes the major equipment pieces and boards. The play will be set up by the rules range from easy to difficult. Highlights of board game is Planning or Strategic usage, which could lead to player's goal. Now, there is competition board game in internationally. C. Adversity Quotient Ability in coping problem and solving problems has received widespread attention. Stoltz [6] gives the meaning of coping problem and solving problems are endurance, industriousness and ability for through the hardship without renouncing and it also offers an element capable of coping problem and solving problems has four dimensions called CO 2RE that shows about the AQ level of person. It will lead to the development of the individual appropriately. 72

III. FRAMEWORK Motivation factor is the factor of inspiration to support learning something continuously [7]. Motivation factor is also the important part of game design process for edutainment. The following section shows the performing working of GBL in order to build a games concept. They are including three cognitive theories: Adversity Quotient, rule of the game, and Metacognition. Fig. 1. Motivation for AQ improvement Figure 1 shows the relationship between all three parts by present concept that when used the board game paired with CO 2RE elements. It causes of providing a special feature in the game is strategic. The framework also shows that strategic environment consist of payoffs which is linked to the motivation of the individual. So there is a possibility that when these two factors work together they can make a person an incentive for development AQ effectively. IV. GAME DESIGN The object of game is designed activity to be used as a tool for learning science in the solar system topic. It offers key points of the lesson such as planet, sphere, and moons. The activity presents in the form board games. This section discusses the design of the two views is that the player and the game. A. Learner perspective In the view of the play, students have been selected as a test group. They must match to be played without a care in terms of gender. When the game starts, the game encourages players to tense situation. The plan is to motivate the players to show ability or skills in field of solve problems. The learning process can be show as the image below. little time. Playing games is the most important part in the study of this case. While playing the game, players can find information from various data sources such as website or book. It consists of strategically placed to be able to beat successfully. In this procedure takes about 20 minutes. After the game ended, players on both sides will share ideas on the game plan. B. Game Editor Perspective The board games, which was designed as a tool for the framework testing and also take into account the conduct of the players who responded to the GBL for an opportunity to learn new knowledge. In addition, the game will be able to support the learning, then it also requires to help strengthen the intellectual thought process and fix management plan effectively. Thus, the framework can be rewritten as the concept of the game below. Board games is designed with beautiful illustrations and character to suit the target audience. It consists of the characters, planets, satellites, spacecraft and gold. Everything shown in the following figure. Fig. 3. Board games items The following guidances are mentioned device for playing games. All five characters to play, each of which is a famous science of astronomy. In this game there are eight planets, the moon since the year 2006. Pluto was reclassified as a new category. It only became a dwarf planet. The game also provides knowledge about the moons that orbit in the solar system. There are 23 moons in the game. The spacecraft has a key role in the exploration of the past and the present number of nine ships. It is based on a real mission. Gold Medal is awarded and trading equipment. Fig. 2. Learner view The learning process starts with advice for how to play the game as well as the strategies for solutions to the winner. Subsequent to prepare for the initial board game which takes a V. METHODOLOGY This study aims to test the student s grade at primary school level 4 total of 30 people. They have been randomly from all students from small primary school in Chiang Rai. Population of the study is divided into Experimental groups amount 20 people and control group amount 10 people. This testing has to 73

set the girls and the boys be mixes. The contents is about Solar system. That is past of science course. The scope of experimentation has to suit with objectivities for test framework two sides. That are game motivation factors and to help to develop the intelligence of student (AQ). Motivation factors: the factors used to compare with the internal factors. Data were collected from all parts to studies the GBL into back 7 years ago [8-16]. The results of this study to show in the following figure. 4% 6% 13% Fig. 4. Factor of intrinsic motivation for education. According to Figure 4, present fun, challenge and cooperation are the highest score. The ratio other factors is to see is clearly. However, this study didn t to focus on working to team. The external factors have been studied to several the factors, such as reward [17], punishments, grades, score and honor etc. It s can be to seen that the external factor is only one factor that match with the framework.that is the important to the aim. Study to factors that has the potential to stimulate the players to be able to draw on existing knowledge to use them more and the process of learning to solve the problems them self. The analysis was divided into motivation 2 side. That is following the table. TABLE I. MOTIVATION FACTORS FOR GBL Motivation Intrinsic Extrinsic Intrinsic motivation 19% 31% Enjoy and Fun Challenge Rule Cooperation Competition Fantasy Gold Feedback Interaction Easy Control Storyline Factor Fun Challenge Strategy Reward Punishments Honor As regards to the data in the table I, it requires to be make the questionnaire before to play game and after to play game. The students can choose to several factors. After that the result will to analyze to compare the conclusions. AQ improvement; this time leads to the AQ test of Paul G. Stoltz [6] used to store the data in the table below. TABLE II. ADVERSITY RESPONSE PROFILE CO2RE Dimension No. of Question Example Question C 12 Your coworkers are not Or 7 receptive to your ideas. Ow 14 A close friend becomes seriously ill. R 14 Your latest investment E 5 strategy backfires. According the table II, it indicates that the game for education (GBL) with emphasis on the factors and aims to provide learners develop the right strategy. The aptitude of study is to encounter and overcome difficulties that so call that 4 Dimension or CO 2RE. It includes control, Origin and Ownership, Reach and Endurance. The data are compiled for discrimination. By category and brought into the process to analyze the result. VI. RESULTS This section discusses the results and analysis of the study; it shows in the chart form for ease of understanding. It can make all understand in the same direction. The goal of the analysis consists of two aspects. The first is to create an incentive factor which made of the board game and need to further develop. The second order is to find out the factors that have contributed significantly to the development of students using a board game in class. The students understand the purpose of this study as well as get to know the meaning of the factors proposed in the questionnaire. The test results showed that the factors that they think it helps them to learn and develop AQ. It made both before and after the play shown in the following figure. SCORE DEGREE 15 10 5 0 Intrinsic Motivation Factors Fun Challenge Strategy Pre-test Post-test Fig. 5. Motivation factor result 74

SCORE DEGREE 20 10 0 Extrinsic Motivation Factors Fig. 6. Motivation factor result The chart is a collaboration of twenty students in the data collection process. As regards to the chart, it shows a target factor in the study and the resulting pure satisfaction before and after the game. It indications several changes from the graph and there are still some positions do not change. The analysis of the results show that AQ developed after testing experimental group has the capability dimension 3 (Reach) than the control group. 29% Reward Punishment Honor Pre-test AQ Improvement 71% Fig. 7. AQ Improvement result The chart shows the difference between the two groups. After testing the game, it had a small number of control group who have developed the AQ after the second survey. But experimental group have developed 71% it has developed better than ever. VII. DISCUSSION According to the study, in addition to test this concept, which achieved is satisfactory. But there are many issues that can be observed from the behavior during the test is experimental group are eager to do activity more control group in same lesson. Experimental group has effort to find out more or to support a plan to build a strategy to get the win. Opposite with control group has less student that interest to find information by themselves. Next, the students take pride in the activities of Strategic Share their friends. VIII. CONCLUSION Post-test Experimental group Control group The results show that students can use a board games for study of solar system science to enhance AQ effectively. The game was designed and developed to fit the behavior of the target audience. The analysis results show clearly that this is an important tool for self-learning process has been motivated by the tool. It can respond to the factors that are accepted include Intrinsic motivation is strategy and Extrinsic is reward. Therefore, the development AQ has the potential factors that vary from game to promote education in general. IX. FUTURE WORK The further study will introduce the concept being studied at this time to develop a more cost-effective to be used for games, mobile learning (m - GBL) to study the factors of risk and control the game. The portable devices (tablets, smartphones) will be analyzed connection between the behaviors of the students and help develop the game in the Adversity Quotient. REFERENCES [1] I. A. Sawsan Nusir, Mohammed AI-Kabi, Fatima Shardqah, "Designing an interactive multimedia learning system for the children of primary schools in jordan," pp. 45-51, 4-6 April 2011. [2] W. X. Wang Guojiang, Fu Kechang, "Behaveior decision model of intelligent agent based on artificial emotion," vol. 4, pp. 185-189, 27-29 March 2010. [3] F. P. Sofia Mysirlaki, "Intrinsic motivation and the sense of community in multiplayer games an extended framework for educational game design," pp. 223-227, 10-12 Sept. 2010. [4] M. Y.-S. Hakan Tuzun, Turkan Karakus, Yavuz Inal, Gonca Kizilkaya, "The effects of computer games on primary school students' achievement and motivation in geography learning," Computer and Education, vol. 52, pp. 68-77, January 2009. [5] J. P. Gee, "Learning and games," pp. 21-40, 2008. [6] P. G. Stoltz, Adversity quotient : turning obstacles into opportunities, 1998. [7] E. Z.-F. L. Ju-Ling Shih, Chien-Wen Chuang, "A preliminary outcome-oriented review of game-based learning research," pp. 228-230, 12-16 April 2010 2010. [8] M.-P. C. Li-Chun WANG, "The effects of cognitive-affective interaction strategy on novices'creative performance in game design project," pp. 549-553, 4-6 July 2012 2012. [9] D. S. Mladjan Jovanovic, Miroslav Minovic, and Velimir Stavljanin, "Motivation and multimodal interaction in modeldriven educational game design," vol. 41, pp. 817-824, July 2011 2011. [10] P. S. Ulrich Munz, Andreas Wiesebrock, Frank Allgower, "Motivation and learning progress through educational games," vol. 54, pp. 3141-3144, Dec. 2007. [11] B. G. Fengfenk Ke, "Gameplaying for maths learning: cooperative or not?," Educational Technology vol. 38, pp. 249-259, March 2007. [12] M.-J. T. Chien Chou, "Gender differences in taiwan high school students' computer game playing," Computers in Human Behavior, vol. 23, pp. 812-824, January 2007. [13] M.-J. Kuo, "How does an online game based learning environment promote students' intrinsic motivation for learning natural science and how does it affect their learning outcomes?," pp. 135-142, 26-28 March 2007. [14] W. M. J. Marijke J.M. Chin A Paw, Ellen P.G. Vaessen, Sylvia Titze, Willem van Mechelen, "The motivation of children to play 75

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