How cheating and conation affect game-based learning: A study about player behavior in a learning context

Andersen, Josephine Søgaard ; Bukdahl, Nicholas Egede

4. term

Medialogy, Master

2016

2016-06-09

129

Denne afhandling undersøger, om snyd i videospil påvirker, hvad spillere lærer, og deres konation (drivkraft eller handleintention), samt om anonymitet kan opmuntre til snyd. At blive stemplet som 'snyder' er belastende, og spillere forsøger ofte at forsvare deres uskyld eller rationalisere adfærden. For at undersøge dette blev der udviklet en enkel quiz om europæiske flag med en 'snydeknap'. Studiet registrerede, hvor ofte deltagerne trykkede på knappen, og bad dem nævne så mange lande ud fra deres flag som muligt både før og efter spillet. For at bedømme svar retfærdigt blev Levenshtein-afstanden (et mål for, hvor ens to tekststrenge er) brugt til at acceptere næsten korrekte stavemåder under en fast tærskel. Statistiske tests (Wilcoxon rank-sum, n=51) viste ingen signifikante effekter. Der var en svag tendens til øget læringsudbytte, men ingen klare forskelle mellem betingelserne.

This thesis examines whether cheating in video games affects what players learn and their conation (their drive or intention to act), and whether anonymity encourages cheating. Being labeled a 'cheater' carries stigma, so players often argue for their innocence or rationalize the behavior. To study these issues, a simple European flags quiz was built with a 'cheat' button. The study recorded how often participants pressed the button and asked them to name as many countries from their flags both before and after playing. To score answers fairly, the Levenshtein distance (a way to measure how similar two text strings are) was used to accept near-correct spellings under a preset threshold. Statistical tests (Wilcoxon rank-sum, n=51) showed no significant effects. There was a small tendency toward improved learning, but no clear differences between the conditions.

[This abstract was generated with the help of AI]

conation ; game-based learning ; cheating ; games ; player behavior ; behavior ; learning ; continuation desire ; flow theory ; engagement

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Andersen, Josephine Søgaard:

• How cheating and conation influence game-based learning: A study about player behavior in a learning context: A study about player behavior in a learning context (2016)

Bukdahl, Nicholas Egede:

• How cheating and conation influence game-based learning: A study about player behavior in a learning context: A study about player behavior in a learning context (2016)