Proceedings of INTED2011 Conference edition:5th pages:1156-1165
International Technology, Education and Development Conference (INTED2011) edition:5th location:Valencia date:7-9 March 2011
Game-based learning in the classroom is today considered to be a promising approach to better educate students. Educational games are supposed to have a considerable learning potential in motivating students and pupils, and teaching them to deal with ill-structured problems. In order to discover pupils’ expectations with respect to educational gaming and in order to understand barriers and enablers of game-based learning, we surveyed 1028 pupils in a number of Belgian schools. Next to demographical and educational characteristics, we measured gaming skills, attitudes towards video games in general, the perceived ease of use and usefulness of educational games, the perceived learning potential, and pupils’ educational gaming preferences. The results show that only a very limited number of pupils have experience with game-based learning. Although pupils have a rather positive attitude towards video games, they are surprisingly more neutral towards the perceived usefulness of educational games and their perceived learning potential. However, scores on perceived ease of use are on average significantly higher. The application of an explanatory model further reveals a highly significant gender effect indicating that male pupils have a more favourable attitude and a higher gaming preference. However, the gender effects are partially but significantly mediated by gaming skills.