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Title: Impact of adult students' time perspective on time-on-task and learning performance using game based learning
Author: Usart Rodriguez, Mireia  
Director: Barbera, Elena  
ROMERO, Margarida  
Keywords: time perspective
time on task
game-based learning
learning performance
higher education
educational games
Issue Date: 3-Mar-2016
Publisher: Universitat Oberta de Catalunya (UOC)
Abstract: The use of game-based learning (GBL) methodologies is increasing in online higher education in general, and in business education in particular, despite the small amount of research that exists on the effectiveness of these methodologies. Although game researchers and developers are proposing the use of digital games for educational purposes, there is a lack of research on the pedagogical effectiveness of serious videogames and their adequacy for different learner profiles. We focus on temporal aspects such as time on task and student Time Perspective (TP), that have previously been related to learning, only in final assessment models. The first purpose of this research was to study the implementation of a GBL task in a continuous assessment online accounting course, in terms of learning performance and student engagement. The data sources were provided by Universitat Oberta de Catalunya (UOC) and by student interviews. A sample of 67 students was statistically analyzed to answer the quantitative research questions and hypotheses focused on the relationship between learning performance, student TP, and time spent in a GBL task, and also during a whole semester. A group of 5 students was interviewed to conduct the qualitative part of the study. The data provided by Universitat Oberta de Catalunya (UOC) Bachelor in Business Administration (BBA) was analyzed using Mann-Whitney and Kruskal-Wallis tests and the student interviews were analyzed using thematic analysis. Results revealed a significant difference between the GBL task performance and course performance. The second aim was to analyze these results in the light of student TP. Cluster analysis showed three different groups, labelled as High fatalist and future (students with high scoring in both future and present fatalist scales of the Spanish ZTPI), balanced (students with high scores in future and present hedonism, but low in present fatalism), and an-hedonist (learners with low scoring in all ZTPI factors, especially for present hedonism). As a result of the originality of this study, which has focused on the quantitative and qualitative analysis of the implementation of a GBL task in an online setting taking into account students' TP, the findings provide new information for the implementation of GBL tasks in online accounting courses.
Language: English
Appears in Collections:Tesis doctorals

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