A study of Taiwanese children’s learning and preferences in game-based learning scenarios

Abstract

Game-Based Learning (GBL) today involves the use of computers and video games specifically aimed at producing learning outcomes among children. Most games are designed to balance different subject matters and to assess the ability of the learners in retaining or applying the acquired knowledge. Children enjoy playing games and are completely involved in the activity for its own sake. “Flow State” refers to the amplification of a child’s concentration, interest, and mindsets while learning. This study intends to verify children’s preferences and interests in Game-based Learning. The study used big data analysis and methods to let children play 10 different games. The results will answer the following questions: 1. How long can children stay engaged while playing digital games? What is the relation between the length of engagement and their flow state? 2. Do children’s preferences in games differ between genders? 3. What are the children's preferences in games regarding different ages? 4. What are the relations between children's interests and achievements? Is children’s flow state related to their learning performances? The study answered the above questions in a quality-focused manner as a reference to the game design for early childhood and preschool teachers.