Effect of Self-Directed Learning Readiness by Learner’s Interaction on Social Network Games

Hyungsung Park (Korea National University of Education, Suwon-si, South Korea)
Copyright: © 2013 |Pages: 60
EISBN13: 9781466661134|DOI: 10.4018/jcit.2013070104
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Abstract

The purpose of this study is to find the educational meaning of activity on social network games. It was explored whether social network games can be used effectively to support learning via focusing on interaction. Social network games have a structure to facilitate self-directed learning readiness that is the nature of game-learning activity in terms of four dimensions. Four types of interaction on game learning activity are as follows: player-corresponding player interaction, player-content interaction, player-NPC (non-player character or game system) interaction, and player-context interaction. The result of this research, there are meaningful difference of self-directed learning readiness between learners who perform social network games and did not perform in their effect on the student's self-directed learning readiness on social network gaming activity. In other words, the group that performed the experience activity on social network game of higher interaction experienced improving of self-directed learning readiness than the group that did not perform the game.
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