Exploring the Impact of Prior Knowledge on Learning Effectiveness of Competitive Game-based Learning: A Case Study on English Reading Courses

Abstract

This case study on English reading courses explores the impact of prior knowledge on learning effectiveness of competitive game-based learning. This study develops a competitive game-based learning system and conducts an eight-week teaching experiment. The result of the experiment finds significant progress both for learners with high prior knowledge and those with low prior knowledge. Furthermore, the learning effectiveness of low prior knowledge learners is significantly higher than that of learners with high prior knowledge. Also, in the post-test, the former reach the same level as the latter.