Development and Evaluation of an Educational Board Game- "118 Job Bank" for Human Resource Training Courses

• Published in: European Conference on Games Based Learning pp. 774 - XXIII
• Main Authors: Zuo, Pei-Ying, Fang, Ying-Sang, Kuo, Chih-Chen, Lin, Hsin-Ta, Hou, Huei-Tse
• Format: Conference Proceeding
• Language: English
• Published: Reading Academic Conferences International Limited 01.09.2021
• Subjects: Acceptance tests; Anxiety; Card games; Career development planning; Careers; Dependent sample; Education; Games; Human resources; Learning; Motivation; Personality traits; Questionnaires; Students; Technology Acceptance Model; Young adults; Taiwan
• ISSN: 2049-0992; 2049-100X
• DOI: 10.34190/GBL.21.130

Game-based learning has been popular research trend in recent years. Game-based learning may improve students' learning motivation, learning achievement, and involvement. Board game can strengthen interpersonal interaction and involvement in learning. This study developed the board game "118 Job Bank" integrating three cognitive mechanisms to facilitate students' career planning learning. There are "paired mode", "sequenced mode" and "combined mode". The corresponding card game tasks includes different personality traits fitting for different job positions, the salary of different job position, and different industry requiring different job positions through playing three game tasks of "Human Resource Agency expert", "Salary actuary" and "Hunter head expert." The purpose of the study is to investigate the effect of career exploration game on learners' learning achievement, flow, anxiety, and motivation through the game. There are 37 high school in northern Taiwan participate in the research. The pre-and post-test was analyzed by the dependent sample t-test, and the he results indicates that the board game used in this study can enhance students' learning efficiency. Besides, Repeated measured ANOVA was used to compare students' involvement, motivation, game acceptance and anxiety scores in the different game modes. The result revealed that, there were no significant differences in flow, motivation and anxiety among the students in the different game modes.