.png)
WHY NOT MAKE IT A GAME?
It is quite common to think that IT automatically supports and enriches learning, especially motivation for learning. There are studies that implicate increase in motivation (Connolly ym., 2012). When we are taking a look at long-term effects, the results are not as clear as you might think.
Flashy games may grab the focus of the user at first. In long-term use, the visual and audial noise can overload user’s senses and become an obstacle for learning ((Kirschner, 2002; Lehtinen ym., 2014; Mayer ym., 2008).
With PURO we approach learning, not by gaming but making a calm interface. Still, there is no reason to leave the good qualities of learning games without notice, especially when a new subject of learning needs to practised furthermore.
The following properties should be present in a learning game, if one is to be used for automating learning of the studied content (Hattie, 2009):
-
The user should have a constant awareness of the skill or subject which is to be learned or practised.
-
The user can control one´s learning during the game
-
The game should give a clear and instant feedback on answers
-
The challenging level of the game should rise following the pace of the user
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainely, T., Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59, 661-686.)
Hattie, J. A. C. Visible learning. A synthesis of over 800 meta-analyses relating to achievement. USA, NY: Routledge.
Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Computers in Human Behavior, 12, 1–10.
Lehtinen, E., Lehtinen, H. & Brezovszky, B. (2014). Matematiikka pelissä. Teoksessa L. Krokfors, M. Kangas & K. Kopisto (toim.) Oppiminen pelissä. Pelit, pelillisyys ja leikillisyys opetuksessa (s. 38-55). Tampere: Vastapaino.
Mayer, R. E., Griffith, E., Jurkowitz, I. T. N., & Rothman, D. (2008). Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. Journal of Experimental Psychology: Applied, 14, 329-339.