Effects of Digital Game-Based Learning on Students’ Cyber Wellness Literacy, Learning Motivations, and Engagement
Abstract
:1. Introduction
1.1. Digital Citizenship and Cyber Wellness
1.2. Digital Game-Based Learning (DGBL)
1.3. Instructional Design for DGBL
1.4. Research Questions
2. Course Introduction
2.1. Design Principles
2.1.1. Course Design Principles
- Learner-centered: Focusing on changing students’ awareness, attitudes, abilities, and behaviors, this course adopted a learner-centered design model. The goal was to place learners at the center of the learning process, associating them with things around them to improve their participation in knowledge construction [63]. This learning model was achieved through active learning, which encourages learners to discuss deeply in the context of prior experience and social interaction [64,65,66].
- Content-oriented: We conducted an in-depth examination of the teaching materials to explore shared contents between Internet addiction and mental health, which we combined to structure this course. The teaching contents included topics such as what Internet addiction is, the harm of Internet addiction, why people are easily addicted to the Internet, the psychological mechanism of Internet addiction, and how to prevent Internet addiction. Our purpose was to give the students a comprehensive understanding of Internet addiction and to raise their awareness on cyber wellness.
- Diversified activity support: To ensure student engagement, we designed learning activities such as group discussion, case study, digital game playing, and after-class tasks to encourage student interaction, which helps students fully participate and apply what they learn in authentic contexts in the future [67].
2.1.2. Game Design Principles
- Goal-driven: A clear and achievable goal helps stimulate students’ learning motivation, making a game more targeted. We designed a story about rescuing a friend (main character) who has been addicted to the Internet and named the game “Rescue”. Players have to follow the instructions step-by-step to help their friend out [68,69].
- Being empathic and immersive: Role substitution helps enhance students’ sense of identity and experience, connecting cyberspace with the real world [70]. In our game, the main character is a middle school student who is absent in a basketball match, and the player’s goal is to find and save him from gaming addiction. The associated game elements, such as the playground, classroom, basketball match, and gaming addiction, are highly authentic, making students more empathic and engaged due to their familiarity with daily life.
- Instant feedback support: In order to improve the playability and interactivity of the game, immediate feedback should be provided in a positive and constructive way [71]. This is especially important for inexperienced players who fail to complete a task. Mission signs, position tips, leaderboards, and other examples of instant feedback can be delivered visually or audibly [72]. These features help attract players and make the story smooth, rather than frustrating them.
- Strict time limit: According to our policy, the digital game duration in each class should not exceed 15 min, and this learning style is not recommended for frequent use in a short-term primary course. Therefore, we designed and developed a 12 min digital game named “Rescue” for students to play in class, with compact and complete plots.
2.2. Course Content
2.3. Digital Game Design and Development
3. Research Methodology
3.1. Participants and Experimental Procedure
3.2. Instrumentation
3.3. Data Collection and Analysis Procedure
4. Experimental Results
4.1. Analysis of the Cyber Wellness Literacy
4.2. Analysis of Learning Motivations
4.3. Analysis of Learning Engagement
5. Discussion
5.1. Cyber Wellness Literacy
5.2. Learning Motivations
5.3. Learning Engagement
6. Conclusions and Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Themes | Content |
---|---|
Theme 1: What is Internet addiction | Introduction to Internet addiction. Criteria for identifying Internet addiction. |
Theme 2: The risks associated with Internet addiction | Some possible risks associated with Internet addiction. Daily online hour survey (Assignment). |
Theme 3: Why people are vulnerable to Internet addiction | Some possible factors for Internet addiction. Psychological mechanism behind Internet addiction. |
Theme 4: How to prevent Internet addiction | Ways to prevent Internet addiction. Strategies for rational use of digital devices. Rules and regulations against Internet addiction. Rescue your friend (Gameplay). |
Dimension | M(SD) | t | |
---|---|---|---|
EG(n = 77) | CG(n = 77) | ||
Cyber wellness literacy | 85.61(14.12) | 83.90(13.40) | 0.773 |
Awareness and Views (AV) | 19.12(3.17) | 18.90(2.76) | 0.461 |
Character and Ability (CA) | 37.90(6.65) | 36.23(7.62) | 0.144 |
Behavior and Behavioral tendency (BT) | 28.60(5.69) | 28.77(4.61) | −0.202 |
Dimension | M(SD) | t | |
---|---|---|---|
EG(n = 77) | CG(n = 77) | ||
Cyber wellness literacy | 100.05(13.15) | 90.92(12.23) | 4.62 ** |
Awareness and Views (AV) | 25.83(3.67) | 20.16(2.71) | 10.91 ** |
Character and Ability (CA) | 41.78(6.14) | 39.56(5.61) | 1.93 |
Behavior and Behavioral tendency (BT) | 32.44(4.27) | 30.82(4.22) | 2.10 * |
Dimension | M(SD) | t | |
---|---|---|---|
Male(EG) | Female(EG) | ||
Cyber wellness literacy | 103.03(11.46) | 97.44(14.09) | 1.89 |
Awareness and Views (AV) | 26.81(3.55) | 24.98(3.59) | 2.24 * |
Character and Ability (CA) | 42.78(5.80) | 30.90(6.35) | 1.34 |
Behavior and Behavioral tendency (BT) | 33.44(3.75) | 31.56(4.53) | 1.96 |
Dimension | EG(n = 77) | p | CG(n = 77) | p | ||
---|---|---|---|---|---|---|
Pre | Post | Pre | Post | |||
Awareness and Views (AV) | 19.12 (3.17) | 25.83 (3.67) | 0.000 ** | 18.90 (2.76) | 20.16 (2.71) | 0.000 ** |
Character and Ability (CA) | 37.90 (6.65) | 41.94 (6.10) | 0.000 ** | 36.23 (7.62) | 39.95 (5.61) | 0.000 ** |
Behavior and Behavioral tendency (BT) | 28.60 (5.69) | 32.44 (4.27) | 0.000 ** | 28.77 (4.61) | 30.82 (4.22) | 0.000 ** |
Dimension | EG(n = 77) | CG(n = 77) | Z | p |
---|---|---|---|---|
Learning Motivation | 23 (21,27) | 22 (19.5,25) | −2.63 | 0.009 ** |
Intrinsic Motivation (IM) | 12 (10,13) | 10 (7.5,12) | −3.24 | 0.001 ** |
Extrinsic Motivation (EM) | 11 (8,13) | 10 (7,13) | −1.75 | 0.01 * |
Dimension | EG(Male) | CG(Male) | Z | p |
---|---|---|---|---|
Learning Motivation | 24 (22,27.5) | 20.5 (18,24) | −3.30 | 0.001 ** |
Intrinsic Motivation (IM) | 12 (11,14) | 10 (9,12) | −3.36 | 0.001 ** |
Extrinsic Motivation (EM) | 12 (11,14.5) | 11 (9,12) | −2.81 | 0.005 ** |
Dimension | EG(Female) | CG(Female) | Z | p |
---|---|---|---|---|
Learning Motivation | 23 (20,27) | 23 (20,25) | −0.236 | 0.813 |
Intrinsic Motivation (IM) | 12 (11,14) | 11 (10,12) | −1.01 | 0.311 |
Extrinsic Motivation (EM) | 12 (10,13.5) | 10 (10,13) | −0.435 | 0.663 |
Dimension | EG(n = 77) | CG(n = 77) | Z | p |
---|---|---|---|---|
Learning Engagement | 45 (37.5,52) | 44 (38,50) | −0.917 | 0.354 |
Behavioral Engagement (BE) | 14 (12,18) | 14 (12,16) | −0.957 | 0.399 |
Cognitive Engagement (CE) | 15 (12,17.5) | 15 (13.5,16) | −0.468 | 0.640 |
Emotional Engagement (EE) | 15 (13,18) | 14 (13,18) | −1.82 | 0.030 * |
Dimension | EG(Male) | CG(Male) | Z | p |
---|---|---|---|---|
Learning Engagement | 45 (37.5,54) | 45 (36,47) | −1.66 | 0.086 |
Behavioral Engagement (BE) | 14.5 (12,18.75) | 12.5 (11,15) | −1.08 | 0.551 |
Cognitive Engagement (CE) | 15 (13,17) | 14 (13.5,16) | −1.71 | 0.091 |
Emotional Engagement (EE) | 15 (12.25,19) | 13 (12,18) | −1.97 | 0.048 * |
Dimension | EG(Female) | CG(Female) | Z | p |
---|---|---|---|---|
Learning Engagement | 44(37.5,51) | 44(38.5,51) | −1.22 | 0.220 |
Behavioral Engagement (BE) | 14(12,18) | 14(13,16) | −1.38 | 0.167 |
Cognitive Engagement (CE) | 15(13,17) | 15(14,17) | −1.11 | 0.265 |
Emotional Engagement (EE) | 15(13,17.5) | 14(14,17) | −1.86 | 0.037 * |
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Wang, K.; Liu, P.; Zhang, J.; Zhong, J.; Luo, X.; Huang, J.; Zheng, Y. Effects of Digital Game-Based Learning on Students’ Cyber Wellness Literacy, Learning Motivations, and Engagement. Sustainability 2023, 15, 5716. https://doi.org/10.3390/su15075716
Wang K, Liu P, Zhang J, Zhong J, Luo X, Huang J, Zheng Y. Effects of Digital Game-Based Learning on Students’ Cyber Wellness Literacy, Learning Motivations, and Engagement. Sustainability. 2023; 15(7):5716. https://doi.org/10.3390/su15075716
Chicago/Turabian StyleWang, Ke, Panpan Liu, Junyi Zhang, Jinping Zhong, Xianfei Luo, Jingxiu Huang, and Yunxiang Zheng. 2023. "Effects of Digital Game-Based Learning on Students’ Cyber Wellness Literacy, Learning Motivations, and Engagement" Sustainability 15, no. 7: 5716. https://doi.org/10.3390/su15075716
APA StyleWang, K., Liu, P., Zhang, J., Zhong, J., Luo, X., Huang, J., & Zheng, Y. (2023). Effects of Digital Game-Based Learning on Students’ Cyber Wellness Literacy, Learning Motivations, and Engagement. Sustainability, 15(7), 5716. https://doi.org/10.3390/su15075716