Do Game-based Study Tools Enhance the Learning of Complex Theoretical Subject Matter?

Michael Morgan, Senior Lecturer, Berwick School of Multimedia, Monash University, Berwick, 3806. Email: michael.morgan@infotech.monash.edu.au

Kirsten Ellis, Lecturer, Berwick School of Multimedia, Monash University, Berwick, 3806. Email: kirsten.ellis@infotech.monash.edu.au

Keywords

collaborative learning, learning objects and tools, educational multimedia and design

Abstract

This research project explores the differences between established delivery methods (lectures and tutorials) and interactive delivery methods (collaborative learning and games-based study tools) for the delivery of theoretical content of a university-level subject (MMS2403 Human Computer Interaction for Multimedia) will have on the learning outcomes of individual students.

The study investigates the employment of a collaborative learning environment that allows students to contribute to the content within the game-based study tools designed to enhance the study and review of complex and theoretical content. It provides students with an alternative method of learning the required content, allowing them to work collaboratively and using tools with which they were familiar (eg: internet, discussion boards, discussion groups) and then, using the game-based study tools, review and study the content. The treatment compares the results of students in each group (traditional vs collaborative) to their performance scores in a pre-test and post-test of the content area (short-term retention) and results at the end of semester examination (long-term retention). The initial results support the hypothesis that the alternative method is more effective; however, further investigation into the effects of preferred learning styles may impact on this result.