I-Shou University
Master Thesis
Perception toward Game-based Learning of Students in
Vietnam and Taiwan
Graduate Student: Minh Nguyen
Advisor: Dr.I-Lin Fu
Acknowledgement
Two years studying in Taiwan has been a great memory for me. In Taiwan, I have had many precious experiences both in academic achievements and life. Obviously, I cannot go this far without the support from many people. They have been great motivation and inspiration for me to keep going in this journey. I am truly grateful to all people who have supported me until now.
First of all, I would like to thank all professors who have given me precious knowledge for my future career. Particularly, I would like to express my gratitude to Dr. I-lin Fu for her guidance and supervision. She has always supported me for the last two years with her knowledge, professionalism and kindness. Without her important support, I will not be able to complete my thesis. I would like to thank Dr. Po-Ting Fang and Dr. Kuei-Min Huang for their precious opinions and contribution as my committee members.
In addition, I would like to express my gratitude to all staff at I-Shou University for their help for the last two years. The scholarship granted by this school is an important financial support for me to finish the master program. Besides, the school also enriches my life with many interesting and meaningful activities.
I would like to thank all of my classmates for the wonderful experiences we have shared together. Their encouragement, examples and inspiration are great sources for my achievement in Taiwan and in future. Certainly, they have given me unforgettable memories for the rest of my life.
Last but not least, I would like to express my deepest gratitude to my family in Vietnam. Without their motivation and silent support, I may never have this wonderful opportunity in my life. There is no word enough to express the love and sacrifice they have made for me. From the bottom of my heart, I am very grateful to them.
Abstract
Nowadays, the application of information technology has been seen widely in different aspects of life such as business, entertainment or education. As students become increasingly familiar with technological products such as computer or computer games, a new educational approach called game-based learning was introduced to catch up with the trend of technology application at schools. While this topic has been widely studied and applied in developed countries such as the North America and Western Countries, only limited studies have been carried out in developing countries. Thus, the aim of this thesis is to investigate the students’ attitude and opinion toward game-based learning and the idea of using computer games in the Higher Education in Vietnam and Taiwan. The thesis also explores the gaming habit and preferences of students in the two countries. The study observed a closing gap of the perception toward playing computer games and game-based learning between male and female students. Results of the thesis also showed the similarity and difference in perception of Vietnamese and Taiwanese students toward game-based learning.
Keywords: game-based learning, perception, gaming habits, gaming preferences, Vietnam, Taiwan
Table of Content
Acknowledgement ... i
Abstract ... ii
Table of Content ... iii
List of Tables ... vi
List of Figures ...vii
List of Charts...viii
Chapter 1 INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Purpose of the Study ... 3
1.3 Research Questions ... 4
Chapter 2 LITERATURE REVIEW ... 5
2.1 Overview on the Development of Information and Communication Technology in Vietnam and Taiwan ... 5
2.1.1 The Development of Information and Communication Technology in Vietnam .... 5
2.1.2 The Development of Information and Communication Technology in Taiwan ... 6
2.2 Theories and Key Findings on Learning Motivation ... 7
2.3.1 Definition of Game-based Learning Approach... 10
2.3.2 Theories and Key Findings on Game-based Learning Approach ... 12
Chapter 3 METHODOLOGY ... 16 3.1 Research Design... 16 3.2 Research Framework ... 17 3.3 Sampling Design ... 18 3.4 Data Collection ... 19 3.5 Data Analysis ... 19 Chapter 4 RESULTS ... 20
4.1 Results on Vietnamese Students ... 20
4.2 Results on Taiwanese Students ... 28
Chapter 5 CONCLUSIONS ... 38 5.1 Research Summary ... 38 5.2 Research Implications ... 41 5.3 Research Limitations ... 42 5.4 Future Researches ... 42 5.5 Closing Remarks ... 43 References ... 44 Appendix A ... 52
Appendix B ... 60
Appendix C ... 68
Appendix D ... 76
List of Tables
Table 1 Descriptions of Intrinsic Motivation Factors in Malone and Lepper’s Framework . .9
Table 2 Significant Differences in Attitude toward Playing Computer Games between
Vietnamese Gamers and Non-gamers ... 27
Table 3 Significant Differences in Reasons for Using Computer Games in a Higher Education Environment between Taiwanese Gamers and Non-gamers ... 31
Table 4 Significant Differences in Attitude toward Playing Computer Games between Taiwanese Gamers and Non-gamers ... 35
List of Figures
List of Charts
Chart 1 Gaming Motivations of Vietnamese Students ... 21
Chart 2 Reasons for Using Computer Games in a Higher Education Environment of Vietnamese Students Split by Gender ... 22
Chart 3Reasons for Using Computer Games in a Higher Education Environment of Vietnamese Students Split by Gaming Experience ... 23
Chart 4 General Attitude toward Playing Computer Games of Vietnamese Students Split by Gender ... 25
Chart 5 General Attitude toward Playing Computer Games of Vietnamese Students Split by Gaming Experience ... 26
Chart 6 Gaming Motivations of Taiwanese Students ... 29
Chart 7 Reasons for Using Computer Games in a Higher Education Environment of Taiwanese Students Split by Gaming Experience ... 30
Chart 8 Reasons for Using Computer Games in a Higher Education Environment of Taiwanese Students Split by Gender ... 32
Chart 9 General Attitude toward Playing Computer Games of Taiwanese Students Split by Gaming Experience ... 34
Chart 10 General Attitude toward Playing Computer Games of Taiwanese Students Split by Gender ... 36
Chapter 1 INTRODUCTION
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?
Chapter 2 LITERATURE REVIEW
This chapter included an overview on the development of information and
communication technology in Vietnam and Taiwan to provide a better understanding of the technological background of students in two countries. Next, the chapter covered the past studies on the learning motivation and game-based learning approach. Students’ learning motivation is crucial for any pedagogical approach to be successful. Thus, it is necessary to understand the essence of learning motivation as well as theories committed to enhance learners’ motivation. Besides, it is also important to understand the rationale of the game-based learning approach to see how an educational game is designed and why this approach is believed to be useful for learners in the era of technology.
2.1 Overview on the Development of Information and
Communication Technology in Vietnam and Taiwan
2.1.1 The Development of Information and Communication
Technology in Vietnam
Since the Internet access was made available to public in 1997 as part of the national information and communication development strategy launched by the Vietnamese government, Vietnam has seen substantial growth of Internet market (Bjorn, 2008). According to the Vietnam Net Citizens Report of Cimigo (2011), there were more than 35 million domestic Internet users in Vietnam at the end of 2011, which indicated a 35 percent Internet penetration rate. Vietnam was rated as one of the fastest growing Internet market of the world with the number of users increased about 120 times between 2000 and 2011
Information gathering; (2) Online entertainment; (3) Online communication; (4) Blogging and social network and (5) Online business. According to the report of Cimigo in 2011, information gathering and online entertainment are two most frequent activities in Vietnam. Moreover, online entertainment is believed to be popular among the youth who are from 15 to 24 years old. In response to the rapid growth of Internet market, the Vietnamese
government has invested a significant amount in infrastructure as well as founded the Ministry of Information and Communication in 2006 to manage the development of this sector (Cimigo, 2011). To address the growing demand for digital technologies and
applications, the government is modernizing the telecommunications infrastructure to meet international standards. According to the Vietnam Information and Communication
Technology White Book 2012, further support of the government can be seen through the introduction of the Master Plan on Information and Technology in 2011 setting goals for 2020 as the followings:
- Establishing nationwide broadband network;
- 95 percent of the population have access to wireless broadband;
- Broadband Internet access reaches 50 to 60 percent of households, of which 20 to 30 percent are high-speed fiber optic cable access.
It can be said that with the increasing popularity of technology in Vietnam, a proper study on the game-based learning approach is certainly a contribution to the academia of Vietnam.
2.1.2 The Development of Information and Communication
Technology in Taiwan
Since the 1970s, Taiwanese government has recognized the need to formulate an export-oriented strategy, along with high-tech industrial development, in order to maintain
economic growth for this country. As a result, technology development has become the most important factor in domestic industrial development (Chiang & Hsu, 2001). After several decades, Taiwan has witnessed the impressive growth of mobile, broadband and
communication industries (Chiang & Hsu, 2001; Chu & Pan, 2008). In 2002, the Taiwanese government launched the “Taiwan Program” with more than 50 subprojects such as e-Government, e-Society or e-Industry (Chu & Pan, 2008). The vision of this program is to make Taiwan as a digital-technology island with a digital economy. In 2005, the government also introduced another program called “M-Taiwan Deploying Project” emphasizing the development of the seamless Internet environment and a ubiquitous network society in Taiwan (Chu & Pan, 2008). According to Chu and Pan (2008), Taiwan was among the countries with the highest mobile phone penetration rate in the world with nearly 100 percent penetration rate in 2005. Thus, the adoption of technology has been entrenched in the life of Taiwanese people (Li, 2013). In the field of education, there is an increasing number of researches on the effect of technology in teaching and learning (Cheng & Su, 2011; Chou & Peng, 2011; Dylan & Yeh, 2012; Tsai, 2008). Therefore, new researches on game-based learning in Taiwan will make contribution to the development of Taiwanese education system. According to the report of Cimigo in 2011, Taiwan was a highly developed Internet market with about 70 percent of Taiwanese people having access to Internet, only behind Korea, Japan and Hong Kong.
2.2 Theories and Key Findings on Learning Motivation
Motivation has been considered as a crucial component in the learning process of students (Lin, Deng, Chai, & Tsai, 2013). According to Wolters and Rosenthal (2000), motivation can be defined as the forces that drive learners to participate or pursue a specific task given to them. Pintrich and Schunk (1996) defined motivation as the “process whereby
goal-directed activity is investigated and sustained” (p.5). The best distinction of motivation could be between intrinsic motivation and extrinsic motivation (Deci & Ryan, 1991). Intrinsically motivated behaviours are carried out because they are inherently rewarding and enjoyable by themselves, while extrinsically motivated behaviours are carried out due to the desire for external rewards such as money or recognition (Hainey, Connolly, Stansfield & Boyle, 2011). Hainey et al. (2011) claimed that “intrinsically motivated behaviours are carried out because they are rewarding in themselves, while extrinsically motivated behaviours are carried out because of the desire for some external reward, such as money, praise or recognition from others” (p.2198). Hainey et al. (2011) claimed that intrinsic motivation tends to be more effective for the purpose of learning motivation. In the Socioeducational Model introduced by Gardner (1985), it is suggested that there are two types of motivation which are the integrative motivation and the instrumental motivation. He claimed that the integrative motivation refers to the personal desire of communication at least or integration at most with members of the target language while the instrumental motivation relates to more practical aspects of learning such as getting higher salary or passing an exam. However, Gardner (1985) specifically stressed the importance of integrative factor in
motivating people to learn language. In other words, the desire to communicate with others is a critical factor that drives people to learn language. Therefore, the interaction between learners is an important feature that builds up learning motivation.
Keller (2008) suggested that learning motivation is drawn from four perceptual elements: attention, relevance, confidence and satisfaction. Attention refers to the learner’s response to delivered instructional stimuli. Relevance means the link between the given instruction and learners’ old learning experience. Confidence refers to the importance of positive expectation of learners towards their learning performance. Satisfaction appears as the learning process is going to the end and learners are to practice their new knowledge or
skills. Moos and Marroquin (2010) underlined four motivation construct categories to help understanding the mechanisms beneath learning: goal orientation, intrinsic-extrinsic
motivation, interest and self-efficacy. According to Hainey et al. (2011), intrinsic motivation is thought to be more effective to bring students to effective learning as “intrinsically
motivated students want to study for its own sake, they are interested in the subject and want to develop their knowledge and competence” (p. 2198). As this thesis focuses on studying students’ perception toward computer games and game-based learning, it is necessary to mention a motivation framework relevant to computer game design in this part. Malone and Lepper (1987) proposed a framework of intrinsic motivation for game designers to consider when making a game. The framework consists of four individual factors: challenge, curiosity, control and fantasy and three interpersonal factors: cooperation, competition and recognition. The framework is influential in the field as it was among the first studies addressing the factors necessary for attracting and motivating players to play a computer game. Further description of these factors can be found in Table 1
Table 1: Descriptions of Intrinsic Motivation Factors in Malone and Lepper’s Framework
Factors Descriptions
Challenge An appropriate level of difficulty and challenge, multiple goals for winning, constant feedback and sufficient randomness
Fantasy An appropriate level of immersion by assuming a particular role and dealing with related responsibilities
Curiosity Providing sensory stimulation to ensure prolonged participation Control The ability to select choices and observe the consequences of these
choices
Sources: Hainey et al.(2011)
2.3 Game-based Learning Approach
2.3.1 Definition of Game-based Learning Approach
According to Connolly et al. (2011), games-based learning can be defined as “the use of computer games-based technology approach to deliver, support, and enhance teaching, learning, assessment and evaluation” (p. 1389). Erhel and Jamet (2013) proposed that digital game-based learning is a “competitive activity in which students are set educational goals intended to promote knowledge acquisition” (p. 156). They suggested that the games can be designed for a variety of tasks including improving learning, developing cognitive skills or helping learners to practice skill in simulated environments. Though the terms “games-based learning” and “serious games” are sometimes believed to address the same approach, it should be noted that games-based learning is only a subset/branch of serious games. Zyda (2005) defined a serious game as “a mental contest, played with a computer in accordance with specific rules which uses entertainment to further government or corporate training, education, health, public policy and strategic communication objectives” (p. 26). Moreover, Tang, Hanneghan, and El Rhalibi (2009) generally defined games-based learning as “an innovative learning approach derived from the use of computer games that possess
educational value or different kinds of software applications that use games for learning and education purposes such as learning support, teaching enhancement, assessment and
evaluation of learners” (p. 3).
Competition Compare their performance to the performance of other players Recognition A sense of satisfaction when accomplishments are recognised
Digital game-based learning is a student-centered teaching approach which deliver knowledge to learners through the employment of computer games (Hwang, Sung, Hung, & Huang, 2012; Prensky, 2007). As the thesis focuses on exploring students’ attitudes,
motivation and playing habits through their experiences with computer games, it is important to define this term clearly. Smed and Hakonen (2003) considered a computer game as a game operating with the help of a computer program. Hainey et al. (2013) made a distinction between two terms “video game” and “computer game” based on the platform that games run on. In other words, video game indicates a game that runs on a console and computer game runs on a computer.
Mayer and Johnson (2010) argued that the environment in digital game-based learning should have four features including (1) a set of rules and constraints, (2) a set of dynamic responses to the learners’ actions, (3) appropriate challenges allowing learners to have a feeling of self-efficacy and (4) gradually increasing difficulty linked with learning outcomes. Cagiltay (2007) suggested that learners are expected to participate in an educational game with an relaxing and effective manner. Within an educational game, learners are put in gaming scenarios and tasked with solving a variety of learning missions (Nelson, Erlandson, & Denham, 2011; Paraskeva, Mysirlaki, & Papagianni, 2010; Squire & Steinkuehler, 2005). The scenario may require learners to complete missions either alone or cooperate/compete with other learners. During the game, learners follow specific gaming rules to finish their missions which are often linked the learning objectives. While engaging in the gaming scenarios, they are expected to think, analyze and make decisions in order to find suitable solutions to complete their tasks. However, the difficulty level of gaming missions should be neither too hard nor too easy to motivate learners to enhance their knowledge and problem-solving skills (Aponte, Levieux, & Natkin, 2011; Kinzie & Joseph,
2008). Besides, it is important to notify them with meaningful feedback so that they progress further in the games (Oblinger, 2004).
2.3.2 Theories and Key Findings on Game-based Learning
Approach
Due to their novelistic and attractive features, computer games are believed to be a valuable educational tool to help the learner to concentrate on their tasks (Heinich, Molenda, Russell, & Smaldino, 2002). Cheng and Su (2011) said that computer games can fascinate and meet actual needs of children and are becoming the most attractive activity on computer. Prensky (2003) also suggested that learning opportunities can be delivered through modern computer and video games every second or fraction thereof. Gee (2003) argued what really important about good computer and video games is that players can recreate in the virtual worlds while still being able to learn at the same time. By making learners center of learning in educational game, the learning process may become more joyful, easier and more effective (Cheng & Su, 2011). Kirriemuir and McFarlane (2004) claimed that games may enhance learning motivation as they stimulate learners’ curiosity and interest by providing a meaningful context with learning activities which are in control of learners.
According to Kebritchi and Hirumi (2008), there are five reasons to explain why game-based learning is an useful tool for learning: (1) game-based learning uses action instead of explanation; (2) game-based learning can create motivation and satisfaction for players; (3) based learning incorporates various learning styles and skills; (4) game-based learning can boost the mastery of skills and (5) game-game-based learning can provide learners with an interactive environment and decision-making context. O’Neil, Wainess and Baker (2005) also pointed out various benefits of using computer games for instructional purpose: (1) sophisticated and diverse approach to learning processes and outcomes; (2)
motivation for learning; (3) interactivity and (4) ability to pose cognitive and affective learning problems. Within the virtual contexts, computer games incorporate “…not just knowing and doing. Games bring together ways of knowing, ways of doing, ways of being, and ways of caring: the situated understandings, effective social practices, powerful identities, and shared values that make someone an expert” (Shaffer, Squire, Halverson, & Gee, 2004, p. 7). Besides, playing game may also help developing skills such as problem solving, strategy, decision-making or cooperation (Ebner & Holzinger, 2007; McFarlane, Sparrowhawk, & Heald, 2002). Thus, Yang (2012) claimed that the “active learning” and “learning by doing” features are two fundamental principles of game-based learning. Paraskeva, Mysirlaki and Papagianni (2010) also claimed that students can benefit a lot from using educational games. First, it may be easier for knowledge or skills to be transferred through learning and
practicing in games. Once students have mastered the knowledge or skills, the further practice can result in overlearning which will help consolidating knowledge or skills in learners’ memory. Second, educational games can build intrinsic motivation by linking learning with game experience (Egenfeldt-Nielsen, 2006). Third, educational games may help learners to achieve learning through trial and error as well as enhancing their
decision-making ability by tasking them with that role (Mikalef, Giannakos, Chorianopoulos, & Jaccheri, 2012).
Since the introduction of game-based learning approach, digital games have been broadly used in various educational purposes such as language learning (Hao et al., 2010; Liu & Chu, 2010), mathematics (Hung, Hwang, Lee, & Su, 2012; Liao, Chen, Cheng, Chen, & Chan, 2011), meta-cognitive strategy training (Kim, Park, & Baek, 2009), software
engineering (Connolly, Stansfield, & Hainey, 2007) and natural science (Hwang, Sung, et al., 2012; Sung & Hwang, 2013). Furthermore, many researchers have committed to study the impacts of digital game-based learning from different aspects such as the students’
self-efficacy (Meluso, Zheng, Spires, & Lester, 2012), peer collaboration or interaction (Charles, Charles, McNeill, Bustard, & Black, 2011; Sánche & Olivares, 2011), teachers’ acceptance and efficacy (Ketelhut & Schifter, 2011), critical thinking (Gerber & Scott, 2011) and
evaluation issues (Nelson et al., 2011). Van Eck (2006) proposed that there are three different ways to use game for educational purposes: (1) using commercial games as learning tools; (2) incorporating serious games and multiplayer simulated environment in the learning process and (3) using the practice of designing game as a learning process for students. In a study conducted by Tüzun et al. (2008), they found that students who learned in the game-based learning context statistically displayed a significant higher level of intrinsic motivation compared to those who learn in traditional learning environment. Green and McNeese (2008) suggested that gender, race and the need for social fulfillment are important indicators for the amount of time people spend on digital games. According to their study, young females tend to spend less time playing games than young males. Further studies on digital games also suggested the influence of gender on different factors such as gaming preferences,
expectations or gaming habits (Chou et al., 2007; Karakus, Inal & Cagiltay, 2008; Ogletree et al., 2007). Karakus, Inal and Cagiltay (2008) found that males are more attracted by games with action, competition and entertaining 3D attributes such as racing games or sport games while females tend to choose games with instructive attributes such as adventure or puzzle games. They also suggested that male students generally display positive attitudes toward the effects of playing computer games while female students seems to have more negative
opinions on computer games. In agreement with this suggestion, Hainey et al. (2013) also found that male students show more positive attitudes toward playing computer games than female students in their in-depth study across 13 different higher education institutes in Scotland and Netherland. Furthermore, results from their study showed that pleasure, relaxation and challenge were ranked the most important motivations for students to play
computer games. In terms of perceived reasons for using games in higher education, Hainey et al. (2013) said that challenge, curiosity, cooperation, pleasure and relaxation are top 5 ranked reasons chosen by respondents. However, participants from Netherland seem to consider the use of computer games in higher education as a way to make education more social and relaxed while those from Scotland aim to enhance their social experience. Besides, respondents from the study also rated problem solving, creativity and collaboration/teamwork as three most important skills relevant to higher education that could be obtained through computer games.
Chapter 3 METHODOLOGY
This chapter provided an overview about the research design, data collection and statistical methods applied to carry out analysis. The research framework and research questions were also described in the chapter. Based on the framework and research questions, four
hypotheses were proposed for the study. Next, the chapter showed the process of sampling design, data collection and analysis used in this study.
3.1 Research Design
The research design holds a significant role for the success of every study as it
addresses the way data is collected and analyzed. Generally, two common approaches usually chosen by researchers in their studies are qualitative and quantitative methods. Each of these methods has its own pros and cons. As the aim of this thesis is to investigate students’ game playing habits, gaming preferences and attitudes toward the application of game-based
learning approach in higher education, the quantitative research approach is chosen because it helps the researcher to collect data quickly and better describe findings of the study with numerical data.
The questionnaire used in this study was adapted from the questionnaire made by Hainey et al.(2013) in their study on game-based learning in Europe. The construction of the questionnaire is based on the framework of intrinsic motivation introduced by Malone and Lepper (1987). The questionnaire is divided into four parts (see Appendix A). In Part 1, respondents were asked to give their demographic information including age, gender, major of study and computer using habit. At the end of the first part, they were also asked whether they played computer games or not. Their answers in this question would directly guide them to the next different sections of the questionnaire. The second part of the questionnaire is
made exclusively for students who play computer games. In this part, participants would give their game playing habits and gaming preferences. Furthermore, they were asked to rate the importance of different reasons why they play computer games. These reasons were built on a 5-point Likert scale ranging from (1) very unimportant, (2) unimportant, (3) neutral, (4) important and (5) very important. Respondents who do not play computer games can skip Part 2 and move to Part 3. However, it should be noted that all respondents are required to fill in part 3 despite that they are gamers or not. In part 3, participants were asked to rate the importance of 10 reasons for using computer games in higher education. The same 5-point Likert scale was used in this part. Respondents were also asked if they have any experience of using games in higher education and whether they agree that computer game can be used in a higher education environment and reasons for their answer. In part 4, participants’ general attitudes toward computer game were examined by asking them to rate how strongly they agreed 10 attitudes given in the questionnaire. A 5-point-Likert scale (1.strongly
disagree; 2.disagree; 3.neutral; 4.agree; 5.strongly agree) was used to help respondents to give their ratings to the 10 attitudes. Besides, participants were also required to give their opinions on the types of skills that would be relevant to higher education can be obtained from computer games. The complete questionnaire can be found in Appendix A of the thesis.
3.2 Research Framework
The framework illustrates the relationship between two independent variables gender and nationality and four dependent variables including (1) computer using and game playing habits, (2) motivation for playing games, (3) reasons for using games in higher education and (4) attitudes toward playing computer games. The research framework of the study is shown in Figure 3.1.
Figure 3.1: Research Framework
The study is guided by four research questions:
+) What are the habit of playing computer game of Taiwanese and Vietnamese students in?
+) 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 general attitudes toward playing computer games of Taiwanese and Vietnamese students?
3.3 Sampling Design
A total of 200 university students participated in the current study with 100 students from Vietnam and 100 students from Taiwan. All students are voluntary participants with different ages, gender, majors and years of study at the university. Participants come from
Gender & Nationalities Computer game playing habits Motivation for playing computer games
Reasons for using computer games in
Higher Education Attitudes toward playing computer
different departments so that the data would reflect the general perception of students instead of students in any particular department. Two universities were chosen as the places to conduct the study are Trade Union University in Vietnam and I-Shou University in Taiwan.
3.4 Data Collection
As the study is executed simultaneously in two countries, the surveys were made available through both online questionnaires and direct hand-out. The language used for the questionnaire is available in English, Vietnamese and Chinese. Back translation method was adopted to confirm the questions in each questionnaire version were consistent to one another. Participants are free to choose the preferred way to give their answers.
3.5 Data Analysis
Collected data were analyzed using the statistical software named Statistical Package for the Social Sciences (SPSS) version 17.0. The primary statistical data analysis for the study included means comparison and One-way ANOVA. The means comparison was used to explore the different motivations, reasons and attitudes of students as well as their game playing habits and gaming preferences. The One-way ANOVA aimed to investigate the relationship between different factors such as between genders and game playing habits or attitudes toward game playing.
Chapter 4 RESULTS
4.1. Results on Vietnamese students
Question 1: What are the game playing habits of Vietnamese students?
There were 100 Vietnamese respondents involved in the survey which include 40 male students and 60 female students with mean age 20.87 years old. Of 100 participants, there were 73 people claimed that they are computer game players and 27 people said they do not play computer games. The gender distribution of gamers is relatively equal with 39 male players and 34 female players. In contrary, there was only 1 out of 40 male participants said that he does not play computer games while there were 26 out of 60 female participants claimed that they are non-gamers. Thus, it can be said that the percentage of male students who play computer games is much higher than that of female students. Results from the study also show a fact that Vietnamese game players are more attracted to multi-players games than single-player games with 48 out of 73 gamers said that they prefer multi-players games. The average playing time of Vietnamese gamers is 8.17 hours a week. Regarding the level of study in university, there were 35 sophomores, 25 juniors, 24 seniors and 16 freshmen participating in the survey.
Question 2: What are the motivations to play computer game of Vietnamese students?
In order to understand the gamers’ gaming motivation, a questionnaire comprised of 17 factors was distributed. Chart 1 shows the means comparison in the motivation of players.
Chart 1: Gaming motivations of Vietnamese students
Six highest ranking motivating factors are relaxation (mean = 3.91), pleasure (mean = 3.83), stress relieving (mean = 3.73), exciting (mean = 3.73), cooperation (mean = 3.63) and feeling good (mean = 3.63). Fantasy, filling leisure time and avoidance of other activities are three least important motivations to respondents. This result indicates that Vietnamese players seem to consider computer games as an exciting way to help them relax and socializing with others. The gender difference is also shown in chart 1. Even though the results showed that male respondents generally displayed higher motivation than their female counterparts, there were only two significant differences were found using One-way ANOVA analysis are competition (F[1,71] = 4.15, p ≤ 0.05) and tension release (F[1,71] = 8.5, p ≤ 0.05). This result suggested that the gap in the gaming motivation between two genders is not clear in comparison to the findings in the previous study of Hainey et al. (2013).
Regarding factors stimulating gamers to keep playing a computer games when the difficulty is increasing, the reasons given by Vietnamese students generally fell into three categories: (1) challenging themselves; (2) satisfying curiosity and (3) having leisure. Some of the comments are listed below:
- “I want to challenge myself and overcome that challenge”
3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 4 4.1 4.2 Male Female Total
- “I want to challenge myself and overcome that challenge” - “I want to challenge myself and overcome that challenge”
Question 3: What are the reasons for using computer games in a higher education environment of Vietnamese students?
Both players and non-players were asked to rate the importance of ten different reasons for using computer game in Higher Education. Chart 2 showed the five highest ranked reasons given by Vietnamese students.
Chart 2: Reasons for using computer games in a higher education environment of Vietnamese students split by gender
The top 5 reasons are relaxation (mean = 3.91), pleasure (mean = 3.8), cooperation (mean = 3.64), curiosity (mean = 3.48) and competition (mean=3.32). It seems that the main motives for Vietnamese students to use computer games in learning in Higher Education is to have a more relaxed time in studying as relaxation and pleasure are two highest ranked reasons. However, there is a significant difference in comparison with the findings for gamers on motivation to play game where game players generally considers computer games as a way to relaxation. It seems that when using computer games for study, respondents (including both gamers and non-gamers) not only value computer games as a way to get relaxed but also as an environment where they can challenge themselves and satisfy their
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Relax Pleasure Cooperation Curiosity Challenge
Male Female General
curiosity. Using One-way ANOVA analysis, male and female respondents display similar opinion toward the use of computer games in higher education as no significant difference were found on every reason except the factor competition (F[1,98] = 6.4, p ≤ 0.013). This result indicates that male respondents tend to value competition factor higher than female respondents even when using computer games in higher education environment. When respondents were divided into separate groups of gamers and non-gamers to compare their reasons for using computer games in higher education, the gamers group showed higher results in 7 out of 10 reasons while non-gamers seemed to value three reasons of recognition, sense of control and fantasy more than gamers (see Chart 3).
Chart 3: Reasons for using computer games in a higher education environment of Vietnamese students split by gaming experience
However, there is only one significant difference between two group was found which is the sense of control (F[1,98] = 4.49, p ≤ 0.05) using One-way ANOVA analysis. It can be said that the experience with computer games seems to have little influence on the opinion upon educational games among Vietnamese students.
In response to the question “Do you believe computer games can be used in a Higher Education environment?”, the respondents generally displayed their support to this idea with 73 students answered “Yes” in contrast to 27 students who expressed their objection toward
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Relax Pleasure Cooperation Curiosity Challenge
Gamers Non-gamers General
the idea of using computer games in Higher Education. For the students supporting the idea, the reasons they gave generally fall into three categories: (1) it is interesting to use
educational game; (2) educational games can make studying more fun and relaxed; and (3) educational games have learning benefits. Some of the reasons are listed as the following:
- “Computer games make our brain excited so educational game should have the same effect”
- “I think it helps reducing stress from studying” - “It make knowledge become more realistic”
For those who do not support the idea, their reasons could be put into three general categories including: (1) playing game at schools is a waste of time; (2) educational game may be a distraction; (3) computer games are not made for educational purpose and do not bring learning benefit to learners. Below are some of their reasons:
- “Silly, it is just a waste of time for studying”
- “If students are allowed to play games at schools, certainly they will be distracted to play instead of studying”
- “I do not believe as most of the computer games currently are made for entertainment purpose, and only a few games can bring benefits to the higher education
environment”
Furthermore, when being asked to name the computer games that they had used in the higher education environment before, Vietnamese students either named only commercial games made for entertainment purpose or left a blank answer. Thus, it can be said that Vietnamese students in Trade Union University have not used any educational game before.
Question 4: What are the general attitudes toward playing computer games of Vietnamese students?
All participants were also asked for their attitudes toward computer games by answering how agreed they are on 10 statements. Generally, Vietnamese respondents
expressed positive attitudes toward computer games while they seem to disagree that playing games are a waste of time or a lonely activity. Specifically, respondents found games as an interesting and sociable activity as well as a chance to develop useful skills.
Chart 4: General attitude toward playing computer games of Vietnamese students split by gender
The claim is supported by the result from chart 4 where four highest ranking attitudes are (1) sociable, (2) enjoyable, (3) interesting and (4) useful for developing skills. This result seems to be consistent with results from the previous tests on motivations to play game and reasons to use game in higher education of Vietnamese students. According to these two tests, computer games are generally considered as a way to relax, cooperate with other people, satisfy curiosity and challenge oneself. The significant differences of the attitudes between two genders were found at 3 items: “Playing games is interesting” (F[1,98] = 7.45, p ≤ 0.05), “Playing games is a worthwhile activity” (F[1,98] = 4.22, p ≤ 0.05), “Playing games is exciting” ( F[1,98] = 6.17, p ≤ 0.05). 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 4 Sociable Activity
Interesting Exciting Enjoyable Developing Skills
Male Female General
This result indicated that both genders generally share the same opinion and attitudes toward computer game and the idea of applying game-based learning approach in Higher Education environment. However, when the respondents were divided into two groups of game players and non-players, results indicated that gamers displayed more positive attitudes toward playing games than non-gamers on every attribute (see Chart 5).
Chart 5: General attitude toward playing computer games of Vietnamese students split by gaming experience
The gamers not only gave higher score in all positive attitudes such as “Playing game is a sociable activity” or “Playing games is exciting” but also they less agreed with the negative opinions toward playing computer games such as “Playing game is a waste of time” or “Playing games is a lonely activity”. Using One-way ANOVA analysis, significant
differences were found in all items with the exception of computer games being a time consuming activity. The significant differences values were shown in Table 2:
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 Sociable Activity
Interesting Exciting Enjoyable Developing Skills
Gamers Non-gamers General
Table 2: Significant differences in attitude toward playing computer games between Vietnamese gamers and non-gamers
ANOVA
Sum of Squares df Mean Square F Sig. Sociable Between Groups 3.453 1 3.453 4.617 .034
Within Groups 73.297 98 .748 Total 76.750 99
When the bivariate correlation analysis was run to find out whether there is correlation between the amount of playing time of gamer group and their attitude toward playing computer games, the result showed that the correlation was found at one item: “Playing game is a worthwhile activity” (see Appendix D).
Waste of Time Between Groups 6.969 1 6.969 8.748 .004 Within Groups 78.071 98 .797
Total 85.040 99
Developing Skills Between Groups 6.094 1 6.094 10.503 .002 Within Groups 56.866 98 .580
Total 62.960 99
Time Consuming Between Groups 1.833 1 1.833 1.842 .178 Within Groups 97.477 98 .995
Total 99.310 99
Interesting Between Groups 4.973 1 4.973 9.020 .003 Within Groups 54.027 98 .551
Total 59.000 99
Worthwhile Between Groups 6.605 1 6.605 9.053 .003 Within Groups 71.505 98 .730
Total 78.110 99
Enjoyable Between Groups 6.582 1 6.582 11.961 .001 Within Groups 53.928 98 .550
Total 60.510 99
Lonely Between Groups 3.321 1 3.321 4.471 .037 Within Groups 72.789 98 .743
Total 76.110 99
Valuable Between Groups 3.134 1 3.134 5.522 .021 Within Groups 55.626 98 .568
Total 58.760 99
Excite Between Groups 8.235 1 8.235 15.723 .000 Within Groups 51.325 98 .524
In response to the question “What types of skills do you think can be obtained from computer games that would be relevant to Higher Education?” The Vietnamese students gave highest ranking to three skills including creativity, collaboration/teamwork and
analyzing/classifying.
4.2 Results on Taiwanese students
Question 1: What are the game playing habits of Taiwanese students?
A total of 100 Taiwanese students consisting of 47 male students and 53 female students participated in the survey. The mean age of the respondents is 20.03. There were 23 freshmen, 35 sophomores, 27 juniors and 15 seniors participating in the survey.
In response to the question “Do you play computer games?”, 66 students claimed that they play computer game and 34 students answered “No”. Regarding the gender of the gamer group, there were 42 male players and 24 female players. The opinion upon the multi-player platform and single-multi-player platform is equally distributed among Taiwanese gamers with each half of the group expressed their support to each platform. The average game playing time of Taiwanese gamers is 6.74 hours per week which is lower than the amount of time spent by Vietnamese students (8.17 hours per week). Among the non-gamer group, there were only 5 male students claimed they do not play computer games while there were 29 female students said that they are not gamers. The collected results once again support the opinion that male students tend to spend more time playing computer games than their female counterpart.
Question 2: What are the motivations to play computer game of Taiwanese students?
Chart 6: Gaming motivations of Taiwanese students
Chart 6 illustrates the ranking of factors motivating Taiwanese gamers to play games. Six highest ranking motivation factors are relaxation (mean = 3.69), pleasure (mean = 3.62), fill leisure time (mean = 3.54), feeling good (mean = 3.51), release tension (mean = 3.5) and exciting (mean = 3.48). The three least important motivation factors ranked by Taiwanese respondents are control, recognition and fantasy. From these results, it can be said that the Taiwanese gamers share similar viewpoint upon the game motivation with Vietnamese gamers as relaxation and pleasure are two highest ranking important factors by both Taiwanese and Vietnamese students (see chart 1). However, while Vietnamese gamers consider computer games as a way to socialize with people, the cooperation factor was not among the top ranking motivation factors to play computer game (mean = 3.22). Another notable difference between two groups is the gender difference in ranking motivation factors. While Vietnamese male respondents generally displayed higher motivation results than female respondents, the case is in contrary for Taiwanese participants when Taiwanese female gamers give higher scores than their male counterpart in 10 factors. No significant difference was found between two genders regarding their motivation to play computer games. 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Relaxation Pleasure Filling Leisure Time Feeling Good Releasing Tension Exciting Male Female Total
In response to question “What stimulates to you keep playing a game when the difficulty is increasing?”, Taiwanese students shared similar viewpoint with Vietnamese students as their opinion also generally fell into three categories: (1) challenging themselves; (2) satisfying curiosity and (3) having leisure. Below are some of their comments:
- “I want the feeling of victory when the difficulty is increasing” - “I’m curious to see how far I can go”
- “It is exciting”
Question 3: What are the reasons for using computer games in a Higher Education environment of Taiwanese students?
All 100 Taiwanese students were asked to rank the importance of 10 different reasons for using computer game in higher education environment. The five highest reasons are cooperation (mean = 3.53), fill leisure time (mean = 3.47), relaxation (mean = 3.47), pleasure (mean = 3.45) and challenge (mean = 3.33).
Chart 7: Reasons for using computer games in a higher education environment of Taiwanese students split by gaming experience
As the gamers take a large part of the total number of respondents (66 out of 100 respondents), it is not strange to see that relaxation, filling leisure time and pleasure are still
2.9 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7
Cooperation Filling Leisure Time
Relaxation Pleasure Challenge
Gamers Non-gamers General
among the above reasons. However, it should be noted that cooperation and challenge are now in the top five reasons with cooperation ranked as the most important reason ranked by participants. Thus, it can be said that when computer games are used for the purpose of studying, Taiwanese students expect not only a fun and relaxed approach for studying but also a tool to improve cooperation among students and challenge themselves. This
expectation from Taiwanese students is quite similar to Vietnamese students as the latter group also rate relaxation, pleasure and cooperation among the top reasons to use computer games in the higher education environment. Besides, the factor competition ranked by Vietnamese students may also indicate that Vietnamese students also expect that they can challenge themselves through competition against other participants in the game. When Taiwanese participants were split into gamer and non-gamer group, the gamer group gave higher score than the non-gamer group in 9 out 10 reasons to use computer game for the education purpose. Using One-way ANOVA analysis, significant differences between two groups were found at 5 reasons including recognition, curiosity stimulation, filling leisure time, pleasure and relaxation. The result of the analysis was shown in Table 3:
Table 3: Significant differences in reasons for using in a higher education environment between Taiwanese gamers and non-gamers
ANOVA
Sum of Squares df Mean Square F Sig. Recognition Between Groups 4.176 1 4.176 5.261 .024
Within Groups 77.784 98 .794 Total 81.960 99 Stimulate Curiosity Between Groups 6.268 1 6.268 6.004 .016 Within Groups 102.322 98 1.044 Total 108.590 99
Leisure Time Between Groups 4.439 1 4.439 5.543 .021 Within Groups 78.471 98 .801
When the respondents are split by gender, no significant difference was found
between two gender groups. Besides, the result shows that female students even gave slightly higher score to 6 reasons than male students (see Chart 8).
Chart 8: Reasons for using computer games in a higher education environment of Taiwanese students split by gender
When asked for their opinion upon using computer games in the higher education environment, 65 Taiwanese students expressed their support to the idea while 35 students showed disbelief in the application of computer games in higher education. In both cases, Taiwanese students also displayed similar opinions with Vietnamese students. The reasons given by students who supported or against the use of computer game in the higher education environment can be grouped into similar categories mentioned in the analysis of Vietnamese students. For students who supported the ideas, below are some of their comments:
2.9 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7
Cooperation Filling Leisure Time
Relaxation Pleasure Challenge
Male Female General Total 82.910 99
Pleasure Between Groups 3.854 1 3.854 4.788 .031 Within Groups 78.896 98 .805
Total 82.750 99
Relax Between Groups 4.439 1 4.439 4.808 .031 Within Groups 90.471 98 .923
- “Computer games make our brain excited so educational game should have the same effect”
- “Students will be more motivated to study”
- “It strengthen the analysis ability, reaction to different situations and it helps us learn how to cooperate with other people as a team”
For those who do not support the idea, some of their opinions are listed as following:
- “Playing game costs too much time. So it is not effective”
- “Playing game will drive students’ attention toward playing instead of studying their courses”
- “Games are created for commercial and entertainment purposes, so if used as a tool for education, it might not be very useful”
When Taiwanese students were asked to give names of computer games they used for studying purpose at school, they also did not list any educational game they had ever
experienced. Therefore, it can be said that Taiwanese students in I-Shou University have not participated in any class using game-based learning approach.
Question 4: What are the attitudes toward playing computer games of Taiwanese students?
When being asked to give their ranking on 10 different statements concerning the attitude toward playing computer games, four highest ranked attitudes given by Taiwanese students are enjoyable (mean = 3.69), time consuming (mean = 3.67), interesting (mean = 3.66) and exciting (mean = 3.61). The means of these four attitudes are shown in Chart 9.
Chart 9: General attitude toward playing computer games of Taiwanese students split by gaming experience
Based on these results, it can be said that Taiwanese students generally hold a positive view toward computer games when the positive statements received highest score while the negative statements such as “Playing game is a waste of time” or “Playing game is a lonely activity” were given lowest score. However, there is one notable difference in the attitude toward games between Vietnamese and Taiwanese students. While Vietnamese students consider computer games not only an enjoyable and interesting activity but also a useful way to socialize and develop skills, Taiwanese students care more about the joy and excitement of playing game rather than using it as a tool to develop skills or interact with other players. At the first glance, the result of the attitude ranking seems contradictory when cooperation factor is previously rated as the most important reason for using game in higher education
environment, but it should be noted that at this part, Taiwanese students were asked to express their attitudes toward playing games in general, not for the educational purpose only. Thus, the result of attitude seems consistent with the previous finding on the motivation of playing games of Taiwanese students where factors such as relaxation, feeling good or pleasure were ranked highest. When the respondents were split into gamer group and non-gamer group, there were significant differences found at 7 factors. The result of all factors calculated using One-way ANOVA analysis was shown in Table 4.
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 Enjoyable Time Consuming
Interesting Exciting Sociable Activity
Gamers Non-gamers General
Table 4: Significant differences in attitude toward playing computer games between Taiwanese gamers and non-gamers
ANOVA
Sum of Squares df Mean Square F Sig. Sociable Between Groups .664 1 .664 .857 .357
Within Groups 75.926 98 .775 Total 76.590 99
Waste of Time Between Groups 8.413 1 8.413 10.132 .002 Within Groups 81.377 98 .830
Total 89.790 99
Developing Skills Between Groups 1.658 1 1.658 2.576 .112 Within Groups 63.092 98 .644
Total 64.750 99
Time Consuming Between Groups 3.788 1 3.788 5.772 .018 Within Groups 64.322 98 .656
Total 68.110 99
Interesting Between Groups 5.832 1 5.832 10.864 .001 Within Groups 52.608 98 .537
Total 58.440 99
Worthwhile Between Groups 13.092 1 13.092 18.461 .000 Within Groups 69.498 98 .709
Total 82.590 99
Enjoyable Between Groups 3.988 1 3.988 9.440 .003 Within Groups 41.402 98 .422
Total 45.390 99
Lonely Between Groups 1.418 1 1.418 1.749 .189 Within Groups 79.422 98 .810
Total 80.840 99
Valuable Between Groups 6.742 1 6.742 11.797 .001 Within Groups 56.008 98 .572
Total 62.750 99
Excite Between Groups 2.670 1 2.670 4.018 .048 Within Groups 65.120 98 .664
Furthermore, the gamer group always gave higher score to all positive items while giving lower score to negative statements compared to non-gamer group. When the bivariate correlation analysis was run to find the correlation between the amount of playing time and their attitude toward playing computer games, the correlation was found at 5 items including “Playing games help to develop skills” , “Playing games is interesting”, “ Playing games is a worthwhile activity”, “Playing games is enjoyable” and “Playing games is a valuable
activity” (See Appendix E). As all of these 5 items indicating positive attitudes, it can be said that the more Taiwanese gamer play computer games, the more positive they feel toward game playing.
Chart 10: General attitude toward playing computer games of Taiwanese students split by gender
When the respondents were divided by gender, the only one significant difference observed is at the statement “Playing game is a valuable activity” ( F[1,98] = 4.57, p ≤ 0.05). In other items, although male respondents express slightly more positive attitude than female students, but the gap is not large enough to make a significant difference.
2.9 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 Enjoyable Time Consuming
Interesting Exciting Sociale Activity
Male Female General Total 67.790 99
In response to the question “What types of skills do you think can be obtained from computer games that would be relevant to Higher Education?”. The top 3 skills ranked highest by Taiwanese students are collaboration/teamwork, analyzing/classifying and problem solving.
Chapter 5 CONCLUSIONS
5.1 Research Summary
This study provided insights relative to the gaming behavior, gaming motivation and attitude toward the use of computer games in the higher education environment and computer game in general of students in Vietnam and Taiwan. One of the most interesting findings of this thesis is that it showed a changing perception of young female students toward computer games in comparison to their male counterpart. While previous findings of Hainey et
al.(2013) and Karakus, Inal and Cagiltay (2008) upon the significant gender difference on gaming preference and attitude toward game-based learning in which males tend to spend more effort and display more positive attitude toward computer games than females, the results obtained in this study observed a closing gap in the gaming motivation and attitude toward computer games between two genders in Vietnam and Taiwan, especially in the case of Taiwan. It can be said that the perception of young females toward computer games is changing in the way that they understand better about computer games and more willing to engage in gaming activity. A proper explanation for this phenomenon is that females, especially young ones, are enjoying better access to technology products such as computer games. However, one may argue that Western students also have good access to technology, but there is still a clear gap between male and female students as shown in studies of Hainey et al.(2013). The reason could be the difference in the perception toward using technology products. Asian people might be more tolerate toward people who spend a lot of time using computer while Western people may judge the similar behavior more harshly. Thus, Asian students are more attached to technology and spending more time using technology products like computers or smartphone than Western young people even though they have similar access to technology. As a result, Western female students may feel less motivated to play
computer games or hold less positive attitude toward the idea of using computer games for educational purpose than Asian female students. While there is little significant difference was found between genders in relative to gaming motivation or general attitude toward computer games, a lot of significant differences were found when students, both in Vietnam and Taiwan’s cases, were divided into gamer and non-gamer groups. The results indicated that gamer group tends to express more positive attitude toward computer games than non-gamer group.
Regarding the reasons for using computer games in a higher education environment perceived by students, the results of the study showed that Vietnamese and Taiwanese
students generally shared the same opinions with the European students in the previous study of Hainey et al.(2013) that challenge, curiosity, cooperation, pleasure and relaxation are the most important reasons. In other words, when computer game is used for the educational purpose, students seem to expect a learning tool that can provide them with some challenges but also a learning environment where they can socialize with other people and get relaxed. Besides, the results indicated that a large percentage of respondents expressed their support to the idea of using computer games in Higher Education environment. In response to the
question “Do you believe computer games can be used in a Higher Education environment?”, 73 out of 100 Vietnamese students and 66 out of 100 Taiwanese showed their agreement to the idea.
The data from the survey on Taiwanese students showed some interesting findings about their gaming behavior and attitudes toward education-oriented game and playing games, especially in comparison to those of Vietnamese students. First of all, the analysis results indicated that Taiwanese students are less attracted and motivated to engage in playing computer games than Vietnamese students. According to the data, the average gaming length of time of Taiwanese students was only 6.74 hours per week while the number was 8.17
hours per week for Vietnamese counterparts. Besides, the number of Taiwanese students who claimed themselves as gamers and supported the idea of using computer game in the higher education environment was both lower than Vietnamese students. Furthermore, the difference in gaming behavior between two groups is also shown through their choice of favorite
gaming platform. While the majority of Vietnamese gamers chose the multi-player platform as their preference, only half of Taiwanese students claimed that they like the multi-player platform and the other half held their support to the single-player platform. This data is useful to explain the results of gaming motivations and attitude toward game of the two groups.
Although the two groups shared the similar opinion that computer game is a way for relaxation and fun, Vietnamese group also considered playing computer game a chance to socialize with other players while Taiwanese students simply focus on the relaxation side of computer game. The only time Taiwanese students showed their support to the social function of computer game is when they were asked to rank the reason of using game in the higher education environment. Thus, it can be said that Taiwanese students generally are more interested in relaxation and fun of computer game than its social function, unless for specific purpose such as educational reason. Furthermore, although Taiwanese students generally displayed a relatively positive attitude and motivation toward playing game, their attitude toward computer game is not as positive as their Vietnamese counterparts. This fact was shown through the survey result in which Taiwanese students mostly gave lower score in every part of the survey compared to Vietnamese students. A proper explanation for this phenomenon comes from the different development situation of information technology in Vietnam and Taiwan. As mentioned in chapter 2, Vietnam is currently one of the fast emerging information technology markets while Taiwan is more or less a matured market compared to Vietnam. The spectacular growth rate of Internet market in Vietnam could partly explain the eagerness of Vietnamese people toward application of information technology.
