vsgames2010 v3
TRANSCRIPT
Serious Games Attributes and the Technology Acceptance Model
Amri Yusoff, Richard Crowder, and Lester Gilbert
March 25th, 2010
Braga, Portugal
VS GAMES 2010
Introduction
This talk will consist of :•A proposal for a conceptual framework of serious games.•Using the Serious Games Attributes and their association with the Technology Acceptance Model.•Background of the game used for this study.• The experimental results.•Conclusion.
Introduction
Health CareMilitary
BusinessIndustry
Education
Serious Games Applications
Introduction
How can we tell that serious games really meet the learner’s requirements or expectations ?
What method can be used to assess the learner’s intention to use a serious game ?
These issues can be answered by using Technology Acceptance Model applied to serious games.
The Conceptual Framework(1)
Every component inside the framework plays a role in ensuring that learning will take place while playing the serious game.
The Conceptual Framework(2)
Game attributes are those aspects of a game which support learning and engagement•Incremental learning•Linearity•Attention span•Scaffolding•Transfer of learnt skills•Interaction
• Learner control• Practice and drill• Intermittent feedback• Reward• Situated and authentic learning• Accommodating the learner’s
styles
The Technology Acceptance ModelThe Technology Acceptance Model has been used in information technology to predict the acceptance by users of new technology.
THE SELECTED SERIOUS GAMES ATTRIBUTES FOR TECHNOLOGY ACCEPTANCE MODEL
Attributes for Serious Games Values for Learning and Education
Transfer of learnt skills Learnt knowledge to apply to other skills in the next level.
Learner control Active learning, self study and self exploration based on individual pace and experience.
Reward Encourage learner and keep motivated. Negative reward within the game may also contribute to learning.
Situated and authentic learning Learning where the learner can relate what is being learnt within the game to the outside world.
The Technology Acceptance Model
TAM for Serious Game.
TAM model for Serious Games
Serious-Games-TAM in the Structural Equation Modelling formatDoubled head arrows shows covariance and single arrow show regression path.
The Experimental Survey•Students were invited to participate voluntarily with the Unilink Bus Serious Game, which took 20 minutes to complete, followed by a short questionnaire.
•The survey was undertaken at University of Southampton between June until August 2009.
•56 participants completed both the game and the questionnaires.
•The TAM serious games model was analyzed with AMOS by testing its relationship using Structural Equation Modeling (SEM).
Unilink Bus Serious Game
The Introduction page Screenshot represents the first task is to teach the learner to learn how to get to the destination.
These are the screenshot examples from the serious game developed as part of the experiment. The aim of the Unilink Bus Game was developed to help international students use the university’s bus service
Screenshot represents learner needs to find the correct location for the bus stops.
Screenshot represents the reflection part on the learner’s learning process.
Unilink Bus Serious Game
The Results
Discussion (1)
•Reward and Transfer Skills were strongly correlated
Reward in serious games should be delivered after the learners have successfully completed and acquired new skills, based on the learners competence in employing previously learnt skills in the learning
Discussion (2)
•Learner Control and Situated Learning were strongly correlated
The relationship between learner control and situated learning is strong. This implies that the serious games designer should allow access by the learner to experiences in the learning environment that are designed close to the reality experienced by the learner in real life.
Discussion (3)
•Transfer Skills to Usefulness was significant
Learners will perceive that the serious game is useful for them if it allows a transfer of skills within the game.
Discussion (4)
•Learner Control to Usefulness was significant
Learners will perceive that the serious game is useful for them if it allows total learner control.
Discussion (5)
•Situated Learning to Ease of Use was significant
The learner will perceive that the serious game is easy to use if its design is close to reality experienced by the learner in real life.
Discussion (6)
•Ease of Use to Usefulness to Behavioural intention to Use was significant
The learner will intend to use the serious game if he perceives that it is useful and not because the serious game is easy to use. The serious game is only useful when it is easy to use.
Conclusion
• Technology Acceptance Model can be used to assess the learner intention for using serious games.
• Transfer of learnt skills, Learner Control, Situated learning and Reward attributes inside the game learning activity can inspire the learner intention to use the serious game for learning.
