Abstract
This paper presents a digital educational game, TrueBiters, developed in order to help students practice the use of the truth tables to compute the truth-value of logical expressions in proposition logic. Next to improving the pass rate of our logic course, we also use the game to investigate whether there is a difference in learning outcome and game experience for students with different dominant types of intelligences. The results of a pilot study show that the use of TrueBiters resulted in an improvement of the learning outcome for logically-mathematically intelligent players. The results of a pilot study on game experience show differences for kinesthetically intelligent and logically-mathematically intelligent players with respect to certain game experience aspects. The number of participants was too small to draw definitive conclusions, but the results are an indication that the dominant types of intelligences do matter for the effectiveness of an educational game.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Sajjadi, P., Vlieghe, J., De Troyer, O.: Evidence-based mapping between the theory of multiple intelligences and game mechanics for the purpose of player-centered serious game design: VS-Games 2016. In: 8th International Conference on Games and Virtual Worlds for Serious Applications (2016, forthcoming)
Sajjadi, P., Vlieghe, J., De Troyer, O.: Relation between multiple intelligences and game preferences: an evidence-based approach. In: 10th European Conference on Games Based Learning: ECGBL2016 (2016, forthcoming)
Gardner, H.: Frames of Mind: The Theory of Multiple Intelligences. Basic Books, New York (2011)
Brody, N.: Geocentric theory: a valid alternative to Gardner’s theory of intelligence. In: Howard Gardner Under Fire Rebel Psychol. Faces His Critics, pp. 73–94 (2006)
Waterhouse, L.: Multiple intelligences, the mozart effect, and emotional intelligence: a critical review. Educ. Psychol. 41(4), 207–225 (2006)
Waterhouse, L.: Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories. Educ. Psychol. 41(4), 247–255 (2006)
Chen, J.: Theory of multiple intelligences: is it a scientific theory? Teachers Coll. Rec. 106(1), 17–23 (2004)
Burbules, N.C., Reese, P.: Teaching logic to children: an exploratory study of Rocky’s Boots. In: Assessing the Cognitive Consequences of Computer Environments for Learning (ACCCEL), no. 4, pp. 1–12 (1984)
Schäfer, A., Holz, J., Leonhardt, T., Schroeder, U., Brauner, P., Ziefle, M.: From boring to scoring – a collaborative serious game for learning and practicing mathematical logic for computer science education. Comput. Sci. Educ. 23(2), 87–111 (2013)
Waraich, A.: Using narrative as a motivating device to teach binary arithmetic and logic gates. ACM SIGCSE Bull. 36(3), 97–101 (2004)
Hicks, D.J., Milanese, J.: The logic game: a two-player game of propositional logic. Teach. Philos. 38(1), 77–93 (2015)
Jing, L., Sujuan, M., Linqing, M.: The study on the effect of educational games for the development of students’ logic-mathematics of multiple intelligence. Phys. Procedia 33, 1749–1752 (2012)
Tirri, K., Nokelainen, P.: Multiple intelligences profiling questionnaire. In: Tirri, K., Nokelainen, P. (eds.) Measuring Multiple Intelligences and Moral Sensitivities in Education, pp. 1–13. Springer, Berlin (2011)
IJsselsteijn, W., Van Den Hoogen, W., Klimmt, C., De Kort, Y., Lindley, C., Mathiak, K., Poels, K., Ravaja, N., Turpeinen, M., Vorderer, P.: Measuring the experience of digital game enjoyment. In: Proceedings of Measuring Behavior, pp. 88–89 (2008)
IJsselsteijn, W., De Kort, Y., Poels, K., Jurgelionis, A., Bellotti, F.: Characterising and measuring user experiences in digital games. In: International Conference on Advances in Computer Entertainment Technology, vol. 620, pp. 1–4 (2007)
The Components of MI. http://multipleintelligencesoasis.org/about/the-components-of-mi/. Accessed 16 Mar 2016
Csikszentmihalyi, M.: Flow: The Psychology of Optimal Experience. Harper Perennial, New York (1991)
Webster, J., Trevino, L.K., Ryan, L.: The dimensionality and correlates of flow in human-computer interactions. Comput. Hum. Behav. 9(4), 411–426 (1993)
Graesser, A.C., D’Mello, S.K., Craig, S.D., Witherspoon, A., Sullins, J., McDaniel, B., Gholson, B.: The relationship between affective states and dialog patterns during interactions with AutoTutor. J. Interact. Learn. Res. 19(2), 293 (2008)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing AG
About this paper
Cite this paper
Sajjadi, P., El Sayed, E., De Troyer, O. (2016). On the Impact of the Dominant Intelligences of Players on Learning Outcome and Game Experience in Educational Games: The TrueBiters Case. In: Bottino, R., Jeuring, J., Veltkamp, R. (eds) Games and Learning Alliance. GALA 2016. Lecture Notes in Computer Science(), vol 10056. Springer, Cham. https://doi.org/10.1007/978-3-319-50182-6_20
Download citation
DOI: https://doi.org/10.1007/978-3-319-50182-6_20
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-50181-9
Online ISBN: 978-3-319-50182-6
eBook Packages: Computer ScienceComputer Science (R0)