Digital game-based learning: effects on students' perceptions and achievements in a business process management course
Date
2016
Authors
Grace, Thomas
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Abstract
The study aimed to investigate the impact of the introduction of digital game-based
learning (DGBL) and its effect on students’ perceptions of competence, usefulness,
and enjoyment, as well as their achievement. The context of the study was a third
year Business Process Management (BPM) module, within an information systems
course at the University of the Witwatersrand. Eight research questions were
formulated and ten hypotheses were derived. The study was underpinned by Deci
and Ryan (2002)’s self-determination theory (SDT) of human motivation, which
included two of the sub-theories of SDT, cognitive evaluation theory (CIT) and
organismic interaction theory (OIT), as well as Ryan et al. (2006)’s adaptation of the
construct of presence into SDT.
The study adopted a single group natural experiment pre-post design and a
longitudinal relational design. The study was conducted with a sample of 24
students. Three baseline surveys were used to measure students’ levels of intrinsic
motivation, perceived competence and perceived usefulness. This was done prior to
the introduction of IBM’s Innov8 2.0, which was the digital learning game used in the
study. The baseline surveys were administered one week apart, prior to the
introduction of the game. After the game was introduced, an endline survey was
used to capture students’ levels of intrinsic motivation, perceived competence,
perceived usefulness and presence with the game. Learning achievement was
measured through the use of three assessments conducted one week, one month
and two months after the end of the BPM course.
Hypothesis testing was conducted using t-tests, correlation, and PLS regression
techniques. Results confirmed significant effects of the digital game to decrease
perceived competence, a positive relationship between intrinsic motivation and
achievement, and a positive relationship between presence and intrinsic motivation.
As a result of the study, we now know that DGBL effects achievement through
intrinsic motivation when in close proximity to the assessments. DGBL can appear to
decrease perceived competence as it appears to be a feedback mechanism, which
should be seen as a positive rather than negative effect. Certain DGBL
characteristics such as presence increase intrinsic motivation perceptions.
Description
For the Degree of MCom by Dissertation in the Field of Information Systems
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Citation
Grace, Thomas (2016) Digital game-based learning: effects on students' perceptions and achievements in a business process management course, University of the Witwatersrand, Johannesburg, <http://wiredspace.wits.ac.za/handle/10539/22119>