Fifteenth International Conference on Technology, Knowledge & Society

Abstract

The purpose of this quantitative experimental posttest-only control group research study was to determine the degree to which differences exist in outcomes between students using a video game-based instruction and students using a traditional non-video game-based instruction in accelerated degree program courses at a 4-year university in Illinois as measured by rubric and inventory scores. “Good” video games achieve three constructivist principles: enhancing motivation through construction of meaning as a goal, providing challenge and freedom through a low-threshold, high-ceiling activity, and (c) providing in-depth learning through a simulation environment. Self-determination theory notes that motivation is the result of a desire for competence, autonomy, and relatedness. This quantitative study asked: What differences exist in cognitive level and quality writing assessment rubric scores and activity feeling states scale scores of students receiving supplemental video game-based instruction and those students receiving only traditional non-video game-based instruction in an accelerated degree program course at a 4-year university in Illinois? Writing achievement and motivation level scores were collected from a random sample of 42 students enrolled within an accelerated degree program, and results were analyzed using a one-way analysis of variance. Results showed no significant difference in writing achievement (p=.259) and no significant difference in motivation levels (p=.133) between participants who received supplemental video game-based instruction and those participants who received only traditional non-video game-based instruction.