Anthopoulos, Marios

2021-09-03T08:49:07Z

https://repository.ihu.edu.gr//xmlui/handle/11544/29769

Mobile Game-Based Learning

masterThesis

2021

free

School of Science and Technology, MSc in e-Business and Digital Marketing

The Cognitive, Affective, and Metacognitive Aspects of Economics students in a Mobile Game-Based Learning (mGBL) Environment are examined, both qualitatively and quantitatively, with the help of the User Engagement Scale (UES), Flow State Scale (FSS), and Metacognitive Awareness Inventory (MAI). An mGBL game prototype was created for the purpose of this study, with Adobe XD. For the quantitative analysis, questionnaires and the prototype were used with a sample size of forty-three (43) participants, and a new multivariate model was created, using the Partial Least Square (PLS) method to analyze the data. A bivariate analysis was also conducted, to check for statistically significant correlations between the constructs, for different demographics of the participants. For the qualitative analysis, a mixed method using live interviews, questionnaires, and the mGBL prototype was used on six (6) Economics students that attended similar courses of the same year. The results of the quantitative analysis showed that the multivariate model is a good fit. The participants interacted with the mGBL prototype and showed higher levels of Perceived Enjoyment (PE) and Perceived Usefulness (PU), and suggested that learning with an mGBL application, would enhance their learning performance and efficiency. From the qualitative analysis six (6) significant themes were identified, based on the students’ responses. Those themes indicated that the majority of students preferred the mGBL method over traditional learning methods, because they believe it is more fun, engaging, enjoyable, useful, and would enhance their learning performance. Further research should be conducted on different focus groups, in order to improve and complete the findings of this study.

Tzafilkou, Aikaterini

Berberidis, Christos

ihu