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Time Factor Assessment in Game-Based Learning: Time Perspective and Time-on-Task as Individual Differences between Players

Time Factor Assessment in Game-Based Learning: Time Perspective and Time-on-Task as Individual Differences between Players

Mireia Usart, Margarida Romero
Copyright: © 2015 |Pages: 21
ISBN13: 9781466682009|ISBN10: 1466682000|EISBN13: 9781466682016
DOI: 10.4018/978-1-4666-8200-9.ch091
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MLA

Usart, Mireia, and Margarida Romero. "Time Factor Assessment in Game-Based Learning: Time Perspective and Time-on-Task as Individual Differences between Players." Gamification: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 1809-1829. https://doi.org/10.4018/978-1-4666-8200-9.ch091

APA

Usart, M. & Romero, M. (2015). Time Factor Assessment in Game-Based Learning: Time Perspective and Time-on-Task as Individual Differences between Players. In I. Management Association (Ed.), Gamification: Concepts, Methodologies, Tools, and Applications (pp. 1809-1829). IGI Global. https://doi.org/10.4018/978-1-4666-8200-9.ch091

Chicago

Usart, Mireia, and Margarida Romero. "Time Factor Assessment in Game-Based Learning: Time Perspective and Time-on-Task as Individual Differences between Players." In Gamification: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1809-1829. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8200-9.ch091

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Abstract

From primary school levels to lifelong learning, the use of games for educational purposes has been an increasing focus of interest for instructional designers, teachers, and researchers. One of the factors that can be assessed in Game-Based Learning (GBL) is the time factor. In this chapter, time is considered as the time used by players (time-on-task) and as psychological time perceived by students (time perspective). Time Perspective (TP) is a cognitive aspect of players, defined as the manner in which individuals divide time into past, present, and future. This variable can be considered as an individual difference; players with a temporal perspective focused on the future may play games differently than students oriented to the past or present. This chapter aims to study how Serious Games (SG) can help in assessing time-on-task by learners and time perspective. After a theoretical review of these aspects, a case study of MetaVals is presented as an example of time assessment in SG. This game was designed by ESADE's learning innovation team and monitors player times for individual and collaborative phases of the game. The results focus on the key aspects for assessing time in the class use of GBL and offer designers and teachers a reliable instrument for better personalising and implementing of SG tasks in the context of time.

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