Abstract
The main purpose of serious games is to train or educate. The use of serious games in class has the potential to provide an exciting and effective learning environment. Many studies report that the built-in motivation features of serious games can motivate and inspire students to be problem solvers. Introducing serious games into classroom and the potential value thereof has received wide attention recently. The purpose of this research, therefore, was to identify the factors the influence the perceptions of computer science students towards serious games in class. A quantitative research approach involving the administration of a structured questionnaire to computer science students was used to collect data for the study. Data were collected at two different university campuses. The questionnaire included questions on demographics and attitudes towards serious games in class. The study revealed that computer science students have a positive attitude towards the use of serious games in class and realise the potential benefits of using serious games in class. Factors that influence students’ perceptions towards serious games in class were found to be usefulness, ease of use, self-efficacy, help facilitation and enjoyment. Negativity, indicating that some students might be bored and frustrated using serious games in class, was also detected. DOI: 10.5901/mjss.2014.v5n21p413
Highlights
The literature reveals many definitions of serious games
According to Wikipedia serious games are “simulations of real-world events or processes designed for the purpose of solving a problem.”
Computer games allow for immersive experiences by allowing the player to get close to applicable challenges and actively make decisions while experiencing the consequences (Engenfeldt-Nielsen, 2011)
Summary
According to Wikipedia (wikipedia.org) serious games are “simulations of real-world events or processes designed for the purpose of solving a problem.” Zyda (2005) define serious game as an intellectual challenge with specific rules played on a computer, while Susi, Johannesson & Backlund (2007) describe serious games as games used for purposes other than mere entertainment. Computer games allow for immersive experiences by allowing the player to get close to applicable challenges and actively make decisions while experiencing the consequences (Engenfeldt-Nielsen, 2011). The main purpose of serious games is to train or teach specific predefined skills and knowledge (Ulicsak & Wright, 2010) using fun and entertainment with immersive experiences (Zyda, 2005)
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