Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education

TL;DR

This study compares the learning and motivational effects of teacher-created educational video games in face-to-face and online computer science classes, finding high effectiveness in both formats but some preference for face-to-face interactions.

Contribution

It provides the first comparative analysis of teacher-authored educational video games' effectiveness in face-to-face versus online formats for computer science education.

Findings

Games are highly effective in knowledge and motivation in both formats.

Face-to-face format yields more positive student perceptions.

Online format is similarly effective for learning outcomes.

Abstract

Contribution: This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-to-face and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group). Background: Serious video games have been proven effective at computer science education, however, it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been explored. Research Questions: Are teacher-authored educational video games effective in terms of learning and motivation for computer science students? Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format? Methodology: A quasi-experiment has been conducted by using three instruments (pre-test, post-test, and questionnaire) with the purpose of comparing the effectiveness of game-based learning in face-to-face and online formats. A total of 321 computer science students played a teacher-authored educational video game aimed to learn about software design. Findings: The results reveal that teacher-authored educational video games are highly effective in terms of knowledge acquisition and motivation both in face-to-face and online formats. The results also show that some students' perceptions were more positive when a face-to-face format was used.