Welcome to the InfoSci Platform
Reference Hub3
Behavioral Evaluation of Preference for Game-Based Teaching Procedures

Behavioral Evaluation of Preference for Game-Based Teaching Procedures

Leonardo Brandão Marques, Deisy das Graças de Souza
Copyright: © 2013 |Volume: 3 |Issue: 1 |Pages: 12
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781466631519|DOI: 10.4018/ijgbl.2013010104
Cite Article Cite Article

MLA

Marques, Leonardo Brandão, and Deisy das Graças de Souza. "Behavioral Evaluation of Preference for Game-Based Teaching Procedures." IJGBL vol.3, no.1 2013: pp.51-62. http://doi.org/10.4018/ijgbl.2013010104

APA

Marques, L. B. & das Graças de Souza, D. (2013). Behavioral Evaluation of Preference for Game-Based Teaching Procedures. International Journal of Game-Based Learning (IJGBL), 3(1), 51-62. http://doi.org/10.4018/ijgbl.2013010104

Chicago

Marques, Leonardo Brandão, and Deisy das Graças de Souza. "Behavioral Evaluation of Preference for Game-Based Teaching Procedures," International Journal of Game-Based Learning (IJGBL) 3, no.1: 51-62. http://doi.org/10.4018/ijgbl.2013010104

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

Recent research has evaluated the motivational functions of educational games and its potential role for the teaching of reading skills. Educational games must maintain their educational function retaining clear definitions of the teaching objectives and instructional methods. Reading skills can be broken down into more basic behavioral units. Each relation between spoken words and written words can be evaluated and taught separately. This paper evaluated the impact of a game on a reading instructional procedure that has been successfully applied in Brazil. Two matching-to-sample teaching tasks were tested on 15 children in literacy ages. In the condition of standard teaching, only the matching-to-sample tasks were presented. In the game-based condition, the same matching-to-sample tasks were interspaced with game challenges. A behavioral choice procedure indicated the participant´s condition choice. After learning 15 words, the participants responded a computerized version of the Learning Motivational Scale of Basic Education, which identified the intrinsic and extrinsic motivational factors. Results show no motivation and reading scores correlation and validate the choice procedure as reliable predictor of preference.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.