Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

Di ZOU*, Ruofei ZHANG, Haoran XIE, Fu Lee WANG

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

2 Citations (Scopus)

Abstract

Information literacy (IL) is important for university students. In this research, we developed a digital role-playing game to enhance students’ learning of IL and investigated the effects of gameplay modes on their learning performance, motivation, self-efficacy and flow experiences. A total of 90 students participated in the study and played the game in collaborative, competitive and solo modes. Their IL knowledge was measured through a post-test after they completed the game and associated exercises. Their motivation, self-efficacy and flow experiences were evaluated through a questionnaire survey. The results indicated statistically significant effects of the gameplay modes on the students’ learning performance, motivation, self-efficacy and flow experiences. The solo mode was inferior to the other two in all four aspects. The collaborative mode significantly outperformed the competitive mode in terms of enhancing learning performance and flow experience, while the competitive mode was significantly better in terms of promoting self-efficacy. These two modes were similarly effective in the dimension of motivation. Based on the results, we suggest that students play games in the collaborative or competitive modes when conditions permit. We also advise teachers to provide students with rich opportunities for discussion, collaboration and interaction and believe that an appropriate competitive atmosphere is important.
Original languageEnglish
Pages (from-to)152-170
Number of pages19
JournalAustralasian Journal of Educational Technology
Volume37
Issue number2
DOIs
Publication statusPublished - 10 May 2021

Bibliographical note

Funding Information:
Di Zou’s work in this research has been supported by the Internal Research Grant (RG15/20-21R), The Education University of Hong Kong. Haoran Xie’s work in this research has been supported by the Teaching Development Grant (102489) at Lingnan University, Hong Kong.

Publisher Copyright:
© 2021. All Rights Reserved.

Keywords

  • competition
  • educational game
  • flow state
  • information literacy
  • quantitative
  • self-efficacy

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