Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707022
Title: An evaluation of the impact of gaming technology on learning
Author: Alkandari, A. A. M.
ISNI:       0000 0004 6060 2177
Awarding Body: University of Salford
Current Institution: University of Salford
Date of Award: 2016
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Abstract:
Education systems continue to face extensive challenges stemming from the on-going technological revolution, and e-books have now become one of the most important resources for learning. The majority of university students today use e-books to perform their tasks and research. In addition to e-books, gaming technology is frequently thought of as a promising technology that can have a substantial effect on future learning. The gaming technology environment has the potential to make learning more engaging and interesting as well as to enhance learners’ knowledge, skills and experience. Based on the literature review conducted for this study as well as previous academic discussions, there are gaps in the existing literature regarding the effects of gaming technology on learning. This research thus aims to explore whether game-based learning environments have a greater effect on learners’ attitudes, higher-order thinking and cognitive load than e-book-based learning. This research investigates and clarifies effects such as the impact of gaming technology on attitudes (autonomous learning, curiosity and motivation) and cognitions (critical thinking and problem solving), evaluates the cognitive load and then compares it to the e-book impact. The study utilised mixed intervention methods with a mixed-methods sequential explanatory design to test and explore factors affecting the use of e-books and gaming technology. This approach enabled the creation of e-book and gaming technology platforms for an experiment conducted by 30 doctoral students at the University of Salford (15 in the e-book group and 15 in the gaming technology group). Several data collection methods were also used, including questionnaires, interviews and observations via the FaceReader system and the Snagit software. Statistical analyses were performed using the SPSS and Excel software, as well as the NVivo software for content analysis, in order to answer the research questions. The results show that gaming technology is an effective learning tool and that it has a more positive impact on learners’ attitudes than e-books as it enhances autonomous learning, curiosity and motivation. Moreover, gaming technology and e-books have a similar effect on cognition, critical thinking and problem-solving ability. Finally, gaming technology has a more positive impact on cognitive load than e-books.
Supervisor: Not available Sponsor: Kuwait Government (PAAET)
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.707022  DOI: Not available
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