Comparing the Effectiveness of Video-Based Learning and Game-Based Learning Using Teacher-Authored Video Games for Online Software Engineering Education

Abstract

Contribution: This article compares the effectiveness for online software engineering education of video-based learning and game-based learning using teacher-authored educational video games created by using authoring tools. Background: Although substantial research has evaluated the impact of video-based and game-based learning versus traditional teaching approaches, little research has been done comparing the effectiveness of video-based learning and video game-based learning. Furthermore, the few studies that performed this comparison did not compare the effectiveness for online education or examined teacher-authored video games. Research Questions: Is game-based learning using teacher-authored video games more effective than video-based learning in terms of knowledge acquisition for software engineering students in online settings? Is game-based learning using teacher-authored video games more effective than video-based learning in terms of motivation for software engineering students in online settings? Methodology: A quasi-experimental design with control and experimental groups and pre- and post-tests was employed. A total of 180 software engineering students participated in this study, 81 of which belonged to the control group while the other 99 were part of the experimental group. The students in the control group took an online lesson in which they learned exclusively by watching videos, whereas the students in the experimental group took the same lesson but learned exclusively by playing an educational video game created by a teacher through an authoring tool. Findings: The results show that game-based learning using teacher-authored educational video games was more effective than video-based learning in terms of both knowledge acquisition and motivation.