Serious Game and Students’ Learning Motivation: Effect of Context Using Prog&Play

Mathieu Muratet, Elisabeth Delozanne, Patrice Torguet, Fabienne Viallet

This paper deals with an analysis of a large-scale use of Prog&Play, a game-based learning environment specially designed to teach the basics of programming to first year university students. The study relies mainly on a motivation survey completed by 182 students among 258 who used the serious game for 4 to 20 hours in seven different university settings. Our findings show that the students’ interest for Prog&Play is not only related to the intrinsic game quality, it is also related to the teaching context and mainly to the course schedule and the way teachers organize sessions to benefit from the technology.

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