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dc.contributor.authorRonimus, Miia
dc.contributor.authorLyytinen, Heikki
dc.date.accessioned2015-12-01T09:56:34Z
dc.date.available2015-12-01T09:56:34Z
dc.date.issued2015
dc.identifier.citationRonimus, M., & Lyytinen, H. (2015). Is School a Better Environment than Home for Digital Game-Based Learning? : The Case of GraphoGame. <em>Human Technology</em>, 11 (2), 123-147. <a href="http://dx.doi.org/10.17011/ht/urn.201511113637">doi:10.17011/ht/urn.201511113637</a>
dc.identifier.otherTUTKAID_67945
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/47910
dc.description.abstractThis study investigated how the use of an online reading game differs in home and school environments. First and second graders (N = 194) participated in an 8-week training during which they used the reading program GraphoGame either at home or at school under the supervision of parents or teachers. Child participants were recommended by parents and teachers recruited from the list of GraphoGame users, and adults decided whether the training took place at home or at school. We measured the frequency and duration of playing, children’s engagement, development of reading skill and reading interest, and adult supportive involvement. The results revealed that children who played GraphoGame at school showed higher engagement and used it more frequently than players at home. Although teachers were more involved in the children’s playing than were parents, only parental involvement was significantly associated with a child’s engagement during training and the child’s learning outcomes.
dc.language.isoeng
dc.publisherJyväskylän Yliopisto; Agora Center
dc.relation.ispartofseriesHuman Technology
dc.subject.otherdigital game-based learning
dc.subject.otherlearning environment
dc.subject.otherGraphoGame
dc.subject.othermotivation
dc.subject.otherengagement
dc.subject.otherparental involvement
dc.titleIs School a Better Environment than Home for Digital Game-Based Learning? : The Case of GraphoGame
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201512013870
dc.contributor.laitosAgora Centerfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosAgora Centeren
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologian koulutusala
dc.contributor.oppiainePsykologia
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2015-12-01T07:15:06Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange123-147
dc.relation.issn1795-6889
dc.relation.volume11
dc.type.versionpublishedVersion
dc.rights.copyright© 2015 Miia Ronimus & Heikki Lyytinen, and the Agora Center, University of Jyväskylä.
dc.rights.accesslevelopenAccessfi
dc.rights.urlhttps://creativecommons.org/licenses/by-nc/4.0/
dc.relation.doi10.17011/ht/urn.201511113637


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© 2015 Miia Ronimus & Heikki Lyytinen, and the Agora Center, University of Jyväskylä.
Except where otherwise noted, this item's license is described as © 2015 Miia Ronimus & Heikki Lyytinen, and the Agora Center, University of Jyväskylä.