The effects of perceived innovation game attributes by learners on learning performance in a game-based achievement learning system

Abstract

This study investigated how the perceived innovation game attributes by learners influence their learning performance in a game-based achievement learning system. A total of 51 learners participated in a “game-based achievement learning system” developed for the purpose of the study with innovation game attributes to facilitate meaningful learning. Hypotheses were tested and data were analyzed using regression analysis and independent samples t-test. The results revealed that the perceived innovation game attributes by the learners had a significant influence on learning performance in the game-based achievement learning system. Furthermore, based on Roger’s diffusion of innovation (DOI) theory, this study also investigated whether the learners’ perceived innovation game attributes and learning performance have some sort of relationship with stage of game adoption (i.e., earlier and later). A subsequent analysis showed that the learners who were late game adopters significantly outperformed those learners who were early adopters. Discussion of the results and the implications of this study are also presented.