The impact of eye-tracking games as a training case on students' learning interest and continuous learning intention in game design courses: Taking Flappy Bird as an example

Abstract

This paper explores the learning effect of introducing eye-tracking games in college game design courses and tests the impact of innovative introduction of cutting-edge interactive content on students' learning in higher education in the field of digital media. The results show that a stronger perceived interactivity is linked to stronger user perceived control and more positive flow experience. Furthermore, due to the higher perceived interactivity brought by eye-tracking games than traditional games, the improvement of flow experience after teaching also brings obvious improvement of students' learning interest and continuous learning intention. It is worth noting that this effect seems to have a more robust gain effect in the group of sophomores, while the effect shows a transient characteristic in the group of juniors. The difference may be related to students' learning ability. At the same time, three main factors for the positive influence of eye-tracking games on teaching were extracted, including 'Technology Sensitive', 'Operational' and 'adventures by Difference'. Three main factors for the negative effects were also found, including 'Unattractive Game Types', 'Self-caused Resistance' and 'Game Maturity Deficiency'. The results of the study explored how to amplify the help of eye-tracking games in the teaching process and reduce the possible drawbacks from the extracted multiple constructs. Therefore, as an innovative teaching case with strong interaction, the adoption of eye-tracking game learning is indeed helpful to the course of digital media major.