Welcome to the InfoSci Platform
The Impact of Students’ Temporal Perspectives on Time-On-Task and Learning Performance in Game Based Learning

The Impact of Students’ Temporal Perspectives on Time-On-Task and Learning Performance in Game Based Learning

Margarida Romero, Mireia Usart
Copyright: © 2013 |Volume: 3 |Issue: 1 |Pages: 13
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781466631519|DOI: 10.4018/ijgbl.2013010106
Cite Article Cite Article

MLA

Romero, Margarida, and Mireia Usart. "The Impact of Students’ Temporal Perspectives on Time-On-Task and Learning Performance in Game Based Learning." IJGBL vol.3, no.1 2013: pp.80-92. http://doi.org/10.4018/ijgbl.2013010106

APA

Romero, M. & Usart, M. (2013). The Impact of Students’ Temporal Perspectives on Time-On-Task and Learning Performance in Game Based Learning. International Journal of Game-Based Learning (IJGBL), 3(1), 80-92. http://doi.org/10.4018/ijgbl.2013010106

Chicago

Romero, Margarida, and Mireia Usart. "The Impact of Students’ Temporal Perspectives on Time-On-Task and Learning Performance in Game Based Learning," International Journal of Game-Based Learning (IJGBL) 3, no.1: 80-92. http://doi.org/10.4018/ijgbl.2013010106

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

The use of games for educational purposes has been considered as a learning methodology that attracts the students’ attention and may allow focusing individuals on the learning activity through the SG game dynamic. Based on the hypothesis that students’ Temporal Perspective has an impact on learning performance and time-on-task, this paper aims to analyze the relation between these variables in the SG MetaVals. The authors expect students’ TP to relate to higher performance, both for individual and collaborative GBL. Moreover, they analyze the relation between the time-on-task and the students’ temporal perspectives. A case study was conducted in a Masters course in finance. Results showed no significant differences in game performances among individuals with different TP. However, present-oriented students showed a higher time-on-task, both for individual and collaborative phases of the game. These results could point to the fact that including SG in the curriculum could help leveraging students learning performance.

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.