Table 3 Comparison between GIL and Traditional learning
From: The effectiveness of a flood protection computer game for disaster education
Factors | Elements of the factors | Traditional learning | GIL |
|---|---|---|---|
Motivation | Pleasure/Pain | Less motivating | Motivating |
Reading textbooks is less fun and pleasant. | Playing Flood Protection, a game of edutainment, is a pleasure. Students’ laughter and screaming reflect emotions of fun and happiness. | ||
Hope/Fear | Less motivating | Motivating | |
Anticipating much homework and many memorizing tasks. | Playing game is attractive. Students’ discussion and question represent the students’ desire and anxiety to learn, | ||
Social acceptance/Rejection | Less motivating | Motivating | |
Reading cannot enhance relationship with others. | Playing game enhance social acceptance with classmates and teachers. | ||
Ability | Time | Simple: Students are scheduled to attend the class. | |
Money | Simple: Students do not have to pay. | ||
Physical effort | Medium | ||
Brain cycle | Medium | ||
Social deviance | Simple | ||
Non-routine | Simple | ||