IDEAS home Printed from https://ideas.repec.org/a/igg/jeco00/v18y2020i2p64-79.html
   My bibliography  Save this article

Do Skills and Challenge Affect Perceived Learning? Mediating Role of Engagement

Author

Listed:
  • Anitha Acharya

    (Department of Marketing and Strategy. IBS Hyderabad, a Constituent of IFHE, Deemed to be University, Hyderabad, India)

  • Manish Gupta

    (Department of HR, IBS Hyderabad, a Constituent of IFHE, Deemed to be University, Hyderabad, India)

Abstract

Gamification, the usage of elements relating to game design to non-game activities, has gained considerable attention from academia and industry. It is uncertain as to whether students require skills and challenges to engage them in the game for enhancing their learning. Thus, the objective of this article is to examine the mediating role of engagement in the relationship between skill and perceived learning as well as between challenge and perceived learning in game-based learning environments. Data was gathered using a survey of Player Unknown's Battlegrounds (PUBG) players. A total of 233 young Indian players participated in the study. The results showed that engagement fully mediates the relationship between skill and perceived learning as well as between challenge and perceived learning. This study contributes to the literature on game-based learning by providing evidence for the educational video games to be one of the effective means of learning. Results of the present study imply that the educational game designers can design challenging games to engage the students.

Suggested Citation

  • Anitha Acharya & Manish Gupta, 2020. "Do Skills and Challenge Affect Perceived Learning? Mediating Role of Engagement," Journal of Electronic Commerce in Organizations (JECO), IGI Global, vol. 18(2), pages 64-79, April.
    • Handle: RePEc:igg:jeco00:v:18:y:2020:i:2:p:64-79
    as

    Download full text from publisher

    File URL: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/JECO.2020040105
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Pinski, Marc & Haas, Miguel & Benlian, Alexander, 2024. "Building Metaknowledge in AI Literacy – The Effect of Gamified vs. Text-based Learning on AI Literacy Metaknowledge," Publications of Darmstadt Technical University, Institute for Business Studies (BWL) 142981, Darmstadt Technical University, Department of Business Administration, Economics and Law, Institute for Business Studies (BWL).

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:igg:jeco00:v:18:y:2020:i:2:p:64-79. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Journal Editor (email available below). General contact details of provider: https://www.igi-global.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.