Motivational and Cognitive Aspects of Applying Educational Games as a Learning Tool

Motivational and Cognitive Aspects of Applying Educational Games as a Learning Tool

Miroslav Minovic (University of Belgrade, Serbia), Miloš Milovanovic (University of Belgrade, Serbia), Ivana Kovacevic (University of Belgrade, Serbia), Jelena Minovic (Institute of Economic Sciences, Serbia) and Dušan Starcevic (University of Belgrade, Serbia)
DOI: 10.4018/978-1-4666-0149-9.ch046


In this chapter, the authors present a study conducted among university students with the purpose of acquiring empirical evidence to support the claim that game design can be used as an effective form of learning. The authors measured the effects of different learning approaches with the respect of individual differences in cognitive styles. Use of game designing opens the ability of better understanding the subject matter. Learning motivation is another relevant factor of learning performance. Since the authors were uncertain if this way of conveying educational process really has a positive impact on learning effect, they decided to observe the effect of different learning contexts both on exam results as the measure of learning outcome and subjectively reported level of motivation. Initial results provide a good argument for use of game design as a student learning tool. In addition, the authors report some influence of cognitive style on effectiveness of using game design.
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It is a common fact that new generation of students finds traditional methods of teaching unacceptable. Our students are no longer the people that our educational system was designed to teach (Sancho, Gómez-Martín and Fernández-Manjón 2008). That is why many researchers are attempting to find a way of adopting student’s daily activities, such as video games, in to educational process (Hatton, Birchfield and Megowan-Romanowicz 2008; Kurniawan 2008). It is claimed that electronic games can inspire players to explore new ideas and concepts (Hoffmann 2009). Play prepares children for academic learning as they begin their school years and each step along the way (Rapeepisarn, Wong, Fung and Depickere 2006).

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