Designing a web-based drill game to improve learners' resources classification abilities: A case study

Abstract

There is still limited research investigated the effectiveness of and mental aspects toward web-based drill games on learning resources classification. The purpose of this study was to design a web-based drill game "Happy Black-faced Spoonbill", to improve learners' resources classification abilities. Content analysis was used to investigate each aspect of motivation, attention, perceived ease of use, and perceived usefulness toward the game owned by students from the interview data. Twelve students of grade 4 to 6 who were randomly selected from a cram school were volunteered in this study to play the game. The findings showed that the drill game could be useful in helping learners to acquire and practice the targeted content knowledge. In addition, providing features of fun, points, and rewards were deemed as important and attractive in game design for obtaining learners' attention and targeted learning outcomes. The game with ease of use and usefulness features could also facilitate students to improve their learning performance, increase their knowledge acquisition, and experience more effective learning.