This thesis consists of five parts. Chapter 1 provided an overview of current situation toward game-based learning environment and significance of the past studies in the related field.
Chapter 2 provided the literature review about the development of information and communication technology in Vietnam and Taiwan, as well as theoretical background of learning motivation and game-based learning. Chapter 3 covered the research methodology which mentions the research design, research framework, research questions and other related elements. The results were provided and discussed in Chapter 4. Finally, Chapter 5 gave the conclusion and recommendations for the future study of game-based learning in Vietnam and Taiwan.
1.1 Background of the Study
Since the introduction of remarkable technology inventions such as computer or internet, the world has been witnessing a rapid advancement and application of technology into the workplace and daily life. Prensky (2001) claimed that the existence of a
technological sophisticated environment has changed people’s attitude and expectations toward everything around them, including their education. The implications of technology in education can be seen through the introduction of various learning approachs such as
Internet-based learning and game-based learning. Kirriemuir (2004) stated that young learners in the era of technology are attracted more by fast, active and exploratory activities which can hardly be provided by traditional school-based teaching. Thus, the game-based learning approach is believed to meet the needs of learners nowadays (Kirriemuir, 2004;
O’Neil, Wainess & Baker, 2005; Connolly, Stanfied & Hainey, 2011).
Though the game-based learning approach has been studied and practiced in
developed countries such as the EUTOPIA-MT project in Europe, the idea of using computer games in education is little known or used in Vietnam where the traditional face-to-face and teacher-guided approach is still dominant (Rindermann, Hoang & Baumeister, 2013). One reason for this fact is because of the humble economic background of Vietnam in the past that made it difficult for schools and learners to afford the personal computers which are needed for this approach. However, the recent development of the economy has allowed better access to personal computers and applications as well as the substantial growth of technology
market in Vietnam. In 2011, Vietnam was already among the fastest growing markets for technology in the world with more than 30 million Internet users (Cimigo, 2011). In other words, the learners in Vietnam are more aware about the benefits that the computer and internet has brought to them; however, the instruction most of them receive in classes is still the traditional face-to-face approach where teachers hold a dominant role and students closely follow teachers’ guidance and focus on the reproduction of knowledge through memorization and repetition (Li & Wegerif, 2014; Rindermann, Hoang & Baumeister, 2013). Thus, a study on the attitude of Vietnamese students toward a new learning approach like game-based learning is a very promising and helpful topic for educators or researchers who want to apply this approach in Vietnam. On the contrary, Taiwan has long been open to the world and developed than Vietnam in terms of technology and economy. Thanks to its growth of science and technology, Taiwanese people have been accustomed to the application of technology in different aspects, including education (Cheng & Tsai, 2011; Chou & Peng, 2011; Dylan & Yeh, 2012; Tsai, 2008). However, as in Vietnam and other East Asian countries such as Korea, China or Japan, the culture of Taiwan has been strongly influenced from the idea of Confucianism (Rindermann, Hoang & Baumeister, 2013). Rindermann et al.
(2013) claimed that societies shaped by Confucian principles have much in common in
different aspects such as culture, economic and social organization. Li and Wegerif (2014) argued that students under influence of Confucianism are generally believed to be not critical toward teachers and peers, reluctant to participate in class activities and rote learners obedient to teacher’s authority. Thus, the case of Taiwan and Vietnam brings up a promising
foundation for a study on the attitude of students from two countries that have much in common in terms of culture and belief but have different experience with technological applications in education. It is interesting to investigate whether Taiwanese and Vietnamese students will express similar opinions because of their common culture or the different experience with technological application in education will lead to different perception of the students toward computer games and game-based learning.
1.2 Purpose of the Study
The study aims to investigate the attitude of Vietnamese and Taiwanese students toward playing computer games and using computer games in Higher Education. The study also provides insights of gaming preferences, gaming habit and gaming motivation of Vietnamese and Taiwanese students. The findings of this thesis hope to contribute to the game-based learning both theoretically and practically. It can serve as a reference for scholars who are interested in studying the topic of game-based learning in Vietnam and Taiwan, especially in Vietnam as this topic is not yet popular in this country. Furthermore, the study can also help educators or game designers to understand better the perception of Vietnamese and Taiwanese students toward game-based learning and playing computer games so that they can apply game-based learning at schools more effectively.
1.3 Research Questions
This study is guided by the following research questions:
+) What are the habit of playing computer game of Taiwanese and Vietnamese students?
+) What are the motivations for playing computer games of Taiwanese and Vietnamese students?
+) What are the reasons for using computer games in Higher Education of Taiwanese and Vietnamese students?
+) What are the attitudes toward playing computer games of Taiwanese and Vietnamese students?