The Influence of Trainee Gaming Experience and Computer Self-Efficacy on Learner Outcomes of Videogame-Based Learning Environments, June 2005
Information
Date
June 2005
Summary
Videogame-based environments are an increasingly popular choice to facilitate training. The purpose of the current research was to investigate the influence of two trainee characteristics, prior videogame experience and computer self-efficacy, on learner outcomes of a videogame-based training environment. In this research, 413 participants played a first-person-perspective video game that began with a single-player section to introduce game-specific tasks, followed by a multi-player section where participants formed small teams to conduct several collaborative missions. Results indicated that computer self-efficacy and prior videogame experience were predictive of several learner outcomes such that trainees with greater computer self-efficacy and prior videogame experience reported less difficulty using the game interface and greater team cohesion, training satisfaction, and training motivation. Further, a video game genre-specific effect was demonstrated in that only specific prior game experiences that share similar characteristics with the current training game were significantly predictive of the learner outcomes. These findings have implications for training game developers and instructors utilizing such games.
Archival processing title
The Influence of Trainee Gaming Experience and Computer Self-Efficacy on Learner Outcomes of Videogame-Based Learning Environments
The Influence of Trainee Gaming Experience and Computer Self-Efficacy on Learner Outcomes of Videogame-Based Learning Environments, June 2005, https://n2t.net/ark:/54723/h39k4630d