Effectiveness via Improved Implementation Feasibility While Maximizing Social Interactions in an Online Roleplaying Game (Poster 12)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Online Teaching and Learning SIG Poster Session 2

Abstract

This study reports an experiment on the implementation of an online roleplaying game called GlobalEd. The present intervention attempted to maximize social interactions within the roleplaying game while reducing the required implementation time burdens faced by teachers who use game-based learning and role-playing approaches. To test whether iterative improvements to the game’s duration and synchronous social interactions, an experimental study was conducted in an authentic classroom setting affected a higher degree of student achievement who played the game in comparison to a control condition of normal educational practice. 18 teachers and 809 students participated in the study. Results indicated that the game significantly performed better than a control condition at students’ development of written argumentation, inquiry, and socio-scientific literacy skills.

Authors

• Jeremy Riel, University of Illinois at Chicago

• Kimberly A. Lawless, Pennsylvania State University

• James B. Oren, Illinois Student Assistance Commission