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Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Do Usability Design Features of a Mobile Game Influence Learning?

Do Usability Design Features of a Mobile Game Influence Learning?
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Author(s): Rex Perez Bringula (University of the East, Philippines), Edison Cabrera (University of the East, Philippines), Princess B. Calmerin (University of the East, Philippines), Eduardo A. Lao (University of the East, Philippines), Christian Gerard Sembrano (University of the East, Philippines), Angelita D. Guia (University of the East, Philippines), Joan P. Lazaro (University of the East, Philippines), Alexis John M. Rubio (University of the East, Philippines), Annaliza E. Catacutan (National University, Philippines), Marilou N. Jamis (National University, Philippines) and Lalaine P. Abad (Department of Education, Philippines)
Copyright: 2018
Pages: 11
Source title: Encyclopedia of Information Science and Technology, Fourth Edition
Source Author(s)/Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-5225-2255-3.ch215


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This one-group pretest-posttest experimental design study presented the effects of mobile game on students' disaster response learning. It also determined which of the usability features of the game might influence learning of students. Ninety-eight students utilized the game for three consecutive days (i.e., the intervention period). It was shown students learn significantly in terms of responding to fire, flood, tsunami, and volcanic eruption but not on storm and earthquake situations. The game did not contribute significantly to the knowledge of the students on storms since students are already attuned to storms. Students did not achieve a significant learning gains in earthquake test items because earthquake drills were conducted in local, institutional, and national levels before the study was initiated. Aesthetics was the only usability design factor that can influence learning. Thus, the null hypothesis stating that the usability design factors do not influence students learning was partially rejected. Recommendations were also offered.

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