Chapter 5 CONCLUSIONS
5.5 Closing Remarks
Game-based learning has become increasingly popular in education field. With the rapid development and application of technology in various aspects of our daily lives, it is not strange if educational games become a common tool for teaching and learning at schools in the near future. However, an educational game can only be effectively used in classes if it can attract and motivate learners to accept and use it frequently for learning purpose. Thus, it is important for educators and game designers to understand the learners’ perception toward computer games and game-based learning. Through this thesis, the researcher aims to provide insights of students’ perception in Vietnam and Taiwan toward the idea of using computer games in higher education environment and playing computer games in general. While various Taiwanese researchers have realized the potential of game-based learning approach and conducted studies on it, Vietnamese scholars seem to pay little attention to this topic for the time being. Thus, the researcher hopes that the findings on Vietnamese students will provide a background for future researches on this topic in Vietnam.
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Appendix A
English Questionnaire
Part A. Demographic Question
1. What gender are you?
2. What age are you?
……… years old
3. What is your year of study at the university?
4. Do you play computer games?
Male Female
Freshman Sophomore Junior Senior
Yes No
Part B: Motivation to play computer games
Notice: Please fill in this part if you answer “Yes” in Question 4 of Part A. If you answer “No”
please move on to Part C and Part D of the questionnaire
1. On average how many hours per week do you play computer games?
2. On a scale of 1 to 10, with 1 representing the type of game you play the most, 2 the type of game you play the second most and so on. Please rank the type of games.
3. If you selected the “Other” category in question 2, please specify the category you were thinking of
……….
4. Do you prefer single-player or multiplayer games?
Less than 1 hour
Role Playing Games (RPGs) Simulation
5. The table below shows some possible reasons that people play computer games. Please rate each reason with respect to how important it is to you
Very
Unimportant Unimportant Neutral Important Very Important Playing games
6. What stimulates you to keep on playing a game when it gets progressively more difficult?
……….
……….
Playing games makes me feel
good Playing games
stimulates me emotionally Playing games
helps me to escape the stresses of life Playing games helps to stop me from being
bored Playing games helps to release
tension Playing games
is exciting
Part C: Opinions on using computer games to learn in the Higher Education environment
1. If you had the opportunity to use computer games for learning in your program at University, how would you rate each of the following reasons in terms of importance in learning?
Very
Unimportant Unimportant Neutral Important Very Important Playing games
2. Please list any computer games you have used to learn in Higher Education along with the name of the module it was used in.
………
………
3. Do you believe that computer games can be used to learn in a Higher Education environment? Please give reasons for your answer.
………
………
Part D: General attitudes toward playing computer games
1. What types of skills do you think can be obtained from computer games that would be relevant to Higher Education?
If you choose “Other” category, please specify the types of skills you think can be obtained from computer games that would be relevant to Higher Education below:
………
………
2. Below are general attitudes to playing computer games. Please rate each attitude with respect to how strongly you agree with it.
Problem solving
Other (Please specify below)
Strongly
Disagree Disagree Neutral Agree Strongly Agree Playing game
Playing games is a lonely
activity Playing games
is a valuable activity Playing games
is exciting
Appendix B
Chinese Questionnaire
問卷上的遊戲式學習第一部分 . 人口問題
1. 性別
2. 你的年齡?
……… 歲 3. 你的年級?
4. 你會打電玩嗎?
男 女
一年級 二年級 三年級 四年級
會 不會
第二部分 : 玩電腦遊戲
5. 下列表格列出幾項打電玩的原因，以依照重要性填答
6. 若是遊戲關卡漸漸變難，什麼原因會讓你繼續玩下去?
……….
打電玩讓我忘 卻生活上壓力
打電玩我才不 會無聊
打電玩可以釋 放情緒 打電玩非常刺
激
第三部分 : 使用遊戲於大學教育環境之意見
3. 你相信電玩遊戲可以用在高等教育學習的環境嗎?
為什麼?
………
………
會 不會
第四部分 : 對玩電腦遊戲的態度
打電玩會讓人 感到寂寞
打電玩很有價 值
打電玩很刺激
Appendix C
Vietnamese Questionnaire
Phần A. Điều tra nhân khẩu
1. Giới tính của bạn là gì?
2. Bạn bao nhiêu tuổi?
……… tuổi
3. Bạn đang học năm thứ mấy đại học?
4. Bạn có chơi trò chơi điện tử trên máy tính không?
Nam Nữ
Năm 1 Năm 2 Năm 3 Năm 4
Có Không
Phần B: Động lực chơi trò chơi điện tử
5. Dưới đây là một số lý do mà mọi người chơi trò chơi điện tử. Xin hãy đánh giá mức độ
6. Điều gì khuyến khích bạn chơi trò chơi điện tử khi độ khó của trò chơi ngày càng tăng?
……….
……….
Chơi game giúp kích thích
cảm xúc.
Chơi game giúp tôi thoát
khỏi những căng thẳng cuộc sống.
Chơi game giúp tôi khỏi bị
buồn chán.
Chơi game giúp tôi giải tỏa
bức xúc.
Chơi game rất thú vị.
Phần C: Opinions on using computer games to learn in the
Higher Education environment Ý kiến về sử dụng trò chơi điẹn tử
để học tập trong môi trường giáo dục đại học
2. Xin hãy kể tên bất kỳ trò chơi điện tử nào bạn đã từng sử dụng để học trong môi trường đại học và tên của môn học có sử dụng trò chơi điện tử đó.
………
………
3. Bạn có tin rằng trò chơi điện tử máy tính có thể được sử dụng để học tại môi trường giáo dục đại học không? Xin vui lòng cho biết lý do câu trả lời của bạn.
………
………
Phần D: Thái độ đối với việc chơi trò chơi điện tử
Chơi điện tử rất thú vị Chơi điện tử là
một hoạt động đơn độc Chơi điện tử là
một hoạt động có giá trị Chơi điện tử rất hứng thú
Appendix D
Correlation between the Average Playing Time and Attitudes toward Playing Computer Games of Vietnamese Students
Correlations
AverPlayHour Sociable
Activity Waste of Time Developing
Skills Time Consuming Interesting Worthwhile
Activity Enjoyable Lonely Activity
Valuable
Activity Exciting
AverPlayHour Pearson Correlation
1 -.008 -.259* .177 .167 .175 .334** .104 -.047 .024 .146
Sig. (2-tailed) .948 .067 .135 .157 .138 .004 .381 .693 .843 .217
N 73 73 73 73 73 73 73 73 73 73 73
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
Appendix E
Correlation between the Average Playing Time and Attitudes toward Playing Computer Games of Taiwanese Students
Correlations AverPlayHour Sociable
Activity
Waste of Time
Developing Skills
Time
Consuming Interesting Worthwhile
Activity Enjoyable Lonely Activity
Valuable
Activity Excite AverPlayHour Pearson
Correlation
1 .204 -.229 .259* -.053 .333** .312* .264* -.053 .264* .034
Sig. (2-tailed) .101 .065 .036 .671 .006 .011 .032 .674 .032 .788
N 66 66 66 66 66 66 66 66 66 66 66
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).