Back to Search
Start Over
Satisfaction is insufficient: Insights from a randomized, controlled trial of a marketing simulation game.
- Source :
- Journal of Computer Assisted Learning; Dec2022, Vol. 38 Issue 6, p1686-1702, 17p
- Publication Year :
- 2022
-
Abstract
- Background: The development and promotion of educational games are still outpacing knowledge of these games' effects, raising calls for evidence of benefits and challenges. Studies suggest that students and teachers like games, but the payoff of the investment in terms of increased motivation and achievement remains unclear. Objectives: This study investigates the pure effect of a marketing simulation game on motivation, perceived learning and achievement, above and beyond regular student‐active instruction. Methods: We applied a randomized, controlled experiment in a marketing course in upper‐secondary schools (Nclasses = 22; Nstudents = 433) comparing a collaborative–competitive marketing simulation game with regular, case‐based, student‐active instruction on three groups of outcome measures: motivation, perceived ability, and achievement. Additionally, students and teachers provided quantitative and qualitative feedback on game experiences. Results and Conclusions: We showcase the importance of a robust study design with valid compound instruments. Moreover, investigations of the game implementation and experiences reveal insights about intervention timing, differential negative consequences by gender and need for reflection opportunities. We find no clear evidence of positive or negative effects of the game, despite students' and teachers' satisfaction. Implications: Beyond the effect evaluation, we offer recommendations to researchers and developers of educational games about scaffolding, timing and teacher competence building. Lay Description: What is already known about this topic: Some curricula contains many terms and complex knowledge links.Simulation games are a popular remedy for these challenges.Prior studies have relied on users' satisfaction with the game and unrealistic comparisons. What this paper adds: This experiment compares game usage and regular student‐active instruction.They use various measures of satisfaction, motivation, perceived learning and achievement.The game has no effect on main outcomes. Implications for practice and/or policy: Game implementation requires digitally acquainted and trained teachers.Uncritical game design and use may motivate competitive boys over collaborative girls. [ABSTRACT FROM AUTHOR]
- Subjects :
- ACADEMIC achievement evaluation
HIGH schools
CONFIDENCE intervals
MOTIVATION (Psychology)
DIGITAL technology
RESEARCH methodology
SATISFACTION
PSYCHOLOGY of teachers
COLLEGE teacher attitudes
INTERVIEWING
MARKETING
LEARNING strategies
RANDOMIZED controlled trials
STUDENTS
PSYCHOLOGY of high school students
FACTOR analysis
CHI-squared test
DESCRIPTIVE statistics
RESEARCH funding
GAMIFICATION
DATA analysis software
STUDENT attitudes
EDUCATIONAL outcomes
Subjects
Details
- Language :
- English
- ISSN :
- 02664909
- Volume :
- 38
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- Journal of Computer Assisted Learning
- Publication Type :
- Academic Journal
- Accession number :
- 160487804
- Full Text :
- https://doi.org/10.1111/jcal.12703