Human-Computer Interaction Factors in Designing Educational Video Games

Authors

  • Andrew A Tawfik Concordia University Chicago
  • Joi L. Moore
  • Zhenyu He
  • Ngoc Vo

Keywords:

educational video games, cognitive load, grounded theory methodology, gender differences

Abstract

 

Educational video games present an opportunity to engage learners within immersive problem-solving experiences. Despite the potential benefits, educational video games may result in cognitive overload and thus preclude the informal learning benefits for those who lack experience. This study compared five males and five females when playing an educational video game. The goal of the study was to elucidate aspects that factor into the human-computer interaction and the subsequent learning engendered from these pedagogical tools.  Descriptive data revealed that males improved in posttest scores to a greater degree when compared with females. Qualitative data was also gathered to ascertain educational video game aspects that were important to the human-computer interaction.  Results suggest that concept interaction, sustained challenge, directions, and navigation might serve as instructional design principles for future educational video games construction.

 

Author Biographies

Andrew A Tawfik, Concordia University Chicago

Dr. Andrew A. Tawï¬k is an Assistant Professor of Instructional Design and Technology within the College of Graduate and Innovative Programs (GIP) at Concordia University Chicago where he teaches courses in collaborative learning and emerging technologies. Dr. Tawï¬k's research interests include problem- based learning, case-based reasoning, case library instructional design, human-computer interaction, and computer-supported collaborative learning. He earned his Master’s in Information Science from Indiana University and his PhD in Learning Technologies from the University of Missouri.

Joi L. Moore

Dr. Joi L. Moore is an Associate Professor in the School of Information Science & Learning Technologies at the University of Missouri where she manages and teaches courses in the Digital Media Curriculum.  Dr. Moore's current research interests include: Online Learning  Environments, Performance Support Systems, Usability Engineering, and Human Computer Interaction. Dr. Moore received her B.S. degree in Computer Science and M.S. degree in Management from North Carolina State University.  She earned her Ph.D. in Instructional Technology from the University of Georgia.

Zhenyu He

Zhenyu He is a doctoral candidate in School of Information Science & Learning Technologies at MU. Her research interest is usability testing and information behavior of people with learning differences. She is also interested the application of pedagogy and technology tools to enhance learning in online learning environments.

Ngoc Vo

Ngoc Vo is a doctoral student in the Department of Architectural Studies at the University of Missouri. She holds a Master’s degree in Technology and Education from the University of Missouri and a Bachelor’s degree in Linguistics. Her research interest include the collaborative learning and discovery learning in virtual environments.

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Published

2012-09-07

How to Cite

Tawfik, A. A., Moore, J. L., He, Z., & Vo, N. (2012). Human-Computer Interaction Factors in Designing Educational Video Games. Current Issues in Education, 15(3). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/987

Issue

Vol. 15 No. 3 (2012)

Section

Articles

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.