Abstract
This experimental study was conducted to determine the effectiveness of inclusion of a storyline, as initiated and progressed by episodic tasks, in, Zon, a language-teaching virtual world. Researchers tested two versions of the platform (with or without tasks) to a group of primary school students (n=19). The results showed there was no statistically significant difference between the no-story and story versions, t(18) = 1.120, p=.277 in terms of liking, enjoyment and preference for future play. The unique design of the platform (the presence of tutors) is discussed as a potential explanation of the findings and suggestions as to using games in classroom is discussed.
| Original language | American English |
|---|---|
| Title of host publication | Proceedings of society for information technology & teacher education international conference 2011 |
| State | Published - 2011 |
Keywords
- Games in classroom
- Zon
DC Disciplines
- Educational Administration and Supervision
- Educational Assessment, Evaluation, and Research
- Educational Leadership