In this paper, we investigate the effect of the design of a social studies mobile game on game play time and learning outcomes of ninth-grade students. This social studies game-based curriculum involved 41 and 34 ninth-grade students in the first and second intervention studies using a mobile game played on Apple iPhones- Statecraft X-to engage in governorship practices in the game world and in the classroom. After the first intervention, modifications in game design were made to promote more collaborative learning, and to encourage students to use diplomatic strategies in the game. Survey data concerning social cohesion, collaboration, and game play time were collected from the intervention at the end of each intervention. Students from both intervention and comparison groups were also asked to write an essay that was subsequently assessed by the criteria of relevance, perspective, and voice. The results indicate that as a result of the change in game design, students spent more time playing the game. Student also showed positive shifts towards collaborative learning. There were significant effects of game design on social cohesion. There were no significant differences in the quality of student work between students in the first and second intervention studies. However, the differences in quality of student work between the second intervention and control groups were more significant than those between the first intervention and comparison groups. This paper will discuss the importance of adjusting the game design of serious games to enhance educational outcomes in the school curriculum.
Susan Gwee, English Language Institute of Singapore, Singapore
Ek-Ming Tan, Nanyang Technological University, Singapore
Ahmed Hazyl Hilmy, Nanyang Technological University, Singapore
This paper is part of the ACSET2013 Conference Proceedings (View)
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