The Impact of Students’ Temporal Perspectives on Time-On-Task and Learning Performance in Game Based Learning

The Impact of Students’ Temporal Perspectives on Time-On-Task and Learning Performance in Game Based Learning

Margarida Romero (Escuela Superior de Administración y Dirección de Empresas, Business and Law School, Universitat Ramon, Barcelona, Spain) and Mireia Usart (Escuela Superior de Administración y Dirección de Empresas, Business and Law School, Universitat Ramon, Barcelona, Spain)
Copyright: © 2013 |Pages: 13
DOI: 10.4018/ijgbl.2013010106
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Abstract

The use of games for educational purposes has been considered as a learning methodology that attracts the students’ attention and may allow focusing individuals on the learning activity through the SG game dynamic. Based on the hypothesis that students’ Temporal Perspective has an impact on learning performance and time-on-task, this paper aims to analyze the relation between these variables in the SG MetaVals. The authors expect students’ TP to relate to higher performance, both for individual and collaborative GBL. Moreover, they analyze the relation between the time-on-task and the students’ temporal perspectives. A case study was conducted in a Masters course in finance. Results showed no significant differences in game performances among individuals with different TP. However, present-oriented students showed a higher time-on-task, both for individual and collaborative phases of the game. These results could point to the fact that including SG in the curriculum could help leveraging students learning performance.
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Time Factor On Game Based Learning

Time is one of the most common words used in education without characterizing the scope and nature of time. From objective time to subjective perception of time at both the individual and collaborative level, the concept of time has been defined and perceived in many forms. In educational contexts, the time factor is an implicit transversal perspective that some approaches have tried to make explicit through defining different typologies of academic time (Gros, Barberá, & Kirschner, 2010). Learners’ time can therefore be considered from a students’ time use perspective aiming to identify their temporal resources and their time management competencies; in this temporal approach of the time-on-task focus on the students’ time as a limited temporal resource that could be allocated to the learning activity. In educational activities, the time factor could be also considered as the temporal regulation of the students’ academic time (Romero, 2010) considering the external regulation, the self-regulation, the co-regulation and the socially-shared regulation. In a more intra psychological perspective, the students’ time could be considered from the psychological perspective, such as the students’ orientation to multitask or polychronism (Kaufman-Scarborough & Lindquist, 1999) or their Temporal Perspectives (Zimbardo & Boyd, 1999), defined as the way individuals and cultures divide their experience into different temporal categories: past, present and future.

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