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Play until you win Using the Success Structure of Computer Games for Online Student Engagement

Play until you win Using the Success Structure of Computer Games for Online Student Engagement . Emma Satterfield Lecturer Missouri S&T. Wikipedia: Level (video gaming).

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Play until you win Using the Success Structure of Computer Games for Online Student Engagement

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  1. Play until you win Using the Success Structure of Computer Games for Online Student Engagement Emma Satterfield Lecturer Missouri S&T

  2. Wikipedia: Level (video gaming) • The use of levels in video games dates back to Namco's shoot 'em up Galaxian, released in 1979 during the golden age of video arcade games. • The term level used during this era of arcade video games represented adifficulty phase or defined section of a given game • Each level usually has an associated objective, which may be as simple as walking from point A to point B. • When the objective is completed, the player usually moves on to the next level. • If the player fails, they must usually trythe same level againor perhaps return to the very start of the game.

  3. Wikipedia: Level (video gaming) • A practical advantage is that levels divide the game into manageable sections, giving players a chance to rest at periodic intervals. • Games can be automatically saved at these points and the gaps can help build suspense.

  4. Online Module Trial • 4 Levels • Released daily for two weeks • Starting with lowest level • Increasing difficulty with increasing level • First level focuses on training tasks • Spelling, capitalization • Basic concepts (charges, subscripts/superscripts) • Simple elements & compounds

  5. Online Module Trial • Levels 1 - 4 released daily as optional practice • Students who actively participated in practice were invited to take an online exam trial • 120 students participated • 77 achieved 90% or higher (these students were excused from the paper exam) • Overall results of paper and online exams • Students that utilized practice had 82% average • Students that did not utilize practice had 65% average

  6. Chemical Nomenclature Exam Scores median: 74.0% median: 85.0% FS 2009; N = 742 FS 2011; N = 750 median: 74.6% FS 2010; N = 756

  7. Student Comments … What did you like? • I enjoyed using it instead of mindlessly reading and rereading notes and flashcards. • The ability to get instant feedback on what I was doing wrong was a major help. • I liked that the difficulty of practice exams gradually increased. • The format of them was very helpful for learning all the stuff, and the amount of repetition really made it stick. • Continuous practice available. My reasons for not studying something are because it isn't convienient. But this made is so easy, so I used it.

  8. Student Comments… Why didn’t you use? • I thought I knew nomenclature from high school better than I actually did - I did make use of the practice exams, but not in the way I should have, nor did I have the time (bad time management, still working on that) to complete all of the quizzes. • I chose not to use the Nomenclature Practice exams because I was not doing well on the homework and I did not need the exams verifying that I was not doing well.

  9. Student Comments … What would you change? • I thought they were great. They should probably specify that they do not count mispelling...

  10. Student Feedback About 90% felt more confident as a result of using the practice 85% felt that the practice improved the outcome of their exam

  11. More than 50% believe that more time on practice modules would improve their grade.

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