Designing and evaluating a mobile educational game “Void Broken 2.0” for history instruction

Abstract

This study adopted Theory of Cognitive Development in the design of an educational game for Chinese history learning, Void Broken 2.0© . An empirical study was conducted to explore whether this game can help students improve their history learning performance and have good evaluation results. Sixty-six high school students (24 boys and 42 girls) participated in this study with an average of 16.26 years old. The results showed that the student's history learning performance improved significantly after playing the game and the mean scores of game evaluation in all dimensions were above the median. Although male students perceived the game as more useful and easier to use compared to female students, the history learning performance and the evaluation of the game elements showed no significant of gender differences.