Research on the Components of Children's Educational Game Achievement System

Abstract

Under the background of the rapid development of digital educational games, we have to evidently research the elements of the achievement system of children's DEG (Digital Educational Game), and analyze the relations between the elements and make a profound study on the achievement system and its components on the impact of player's attitude. Compared with the existing research, the research contents and methods are innovative and reliable. The results show that players have a positive attitude towards the DEG achievement system, DEG achievement system has important value and role for educational games. Which is made of five elements: symbol, reward, logic, social interaction, and knowledge. The five elements interact with each other and have a positive impact on players' attitudes. DEG achievement system with five elements will bring players a positive experience. These findings provide a detailed study of the components of the achievement system. With all of these, we can explain the role and relationship of the components, and provide new ideas and empirical evidence for the design and development of children's educational game achievement system. The above findings provide a detailed description of the components of the DEG achievement system, explain the role and value of each component, and the relationships and patterns among the components, it provides a new perspective and empirical evidence for the design and development of the children's system DEG results.

1. INTRODUCTION

1.1 Background of the study

The global market of Digital educational games (DEG) will reach US $24 billion in 2024, and the Chinese market will reach RMB 33.62 billion to become the largest DEG market in the world Fig. 1. At the same time, DEG has become a necessary part of children's lives, learning, and entertainment [1]. The global market of DEG has entered a boom period According to Piaget's theory of cognitive development stage, in the middle stage of childhood (6-12 years old), children's abstract ability and concentration ability are limited, and their selfcontrol ability is weak. DEG has incomparable advantages in improving the above problems and learning quality compared with traditional education. Among them, DEG's achievement systemis a tool to balance entertainment and learning. We can never overlook its value and advantages in improving game experience, prolonging the game retention rate, and improving learning.

Fig. 1. Global and Chinese Educational Games Market.

1.2 Research Questions

At present, the research and design of children's DEG achievement systems are seriously lagging behind. Most of them are simple copies of successful commercial entertainment game achievement systems, which led to poor applicability and experience in DEG and affect the quality of learning. Existing research on game achievement systems, there is a lack of targeted research on educational games, user groups with different characteristics (Galli, Luca, Achievement Systems Explained) [2]. This thesis is an in-depth and specific study of the achievement system with educational games for children aged 6-12 in China, with a higher reference value. Existing studies have conducted some research on digital badges, rewards, in educational games (McDaniel, Rudy, Building Better Digital Badges: Pairing Completion Logic With Psychological Factors) [3], (Groening, Christopher, “Achievement unlocked!” - The impact of digital achievements as a gamification element on motivation and performance) [4], However, there is a lack of indepth research on achievement system, confusion in the definition of achievement system of digital educational games, and confusion in the concept of achievement system. In this paper, the definition, functions, values, components, and interactions, and relationships among the components of the achievement system are studied in-depth, and a clear view is presented. The application of gamification in education has been explored in existing studies (Rouse, Kelly Elizabeth, Gamification in Science Education: The Relationship of Educational Games to Motivation and Achievement) [5]. However, it is too limited and ignores the integrity and independence of educational games. The research in this paper emphasizes the value and role of achievement systems in educational play settings, with broader applicability and reference value. Most of the existing studies on game achievement systems are based on case studies (Xbox 360 Achievements help boost review scores & sales) [6], the normative research approach is dominant, and empirical research on the components of achievement systems is lacking. This thesis adopts an empirical research method to study the achievement system, and the results are more innovative and valid Fig. 2.

Fig. 2. Comparison of commercial game achievement system and educational game achievement system.

1.3 Purpose and necessity of the study

Purpose of the study: (1) To propose components of a child DEG achievement system through empirical research and to verify the reliability and validity of the components. (2) Analyze and explore the correlations, mechanisms, and patterns of interactions among the constituent elements of the DEG achievement system. (3) Study the relationship between the DEG achievement system and users' attitudes, and the influence of achievement system components on users' attitudes. The methods of the research fill the research gap in this field, correct the wrong views, and provides empirical evidence. It is of guiding significance to the design and research of the achievement system of educational games.

1.4 Research Methods

The overall structure of the thesis is divided into several parts, such as introduction, theoretical study, empirical analysis, and conclusion. Problems in the design of educational game achievement systems are identified through background analysis and theoretical research. By extracting achievement elements from the achievement systems of representative commercial digital entertainment games, Collect and extract the representative elements. Combined with literature analysis and expert interviews, the research method of influencing factors of children's digital educational game achievement system is proposed. Literature analysis and expert interviews were conducted to form a questionnaire, and the investigators adopted the interviewing method, a questionnaire survey was conducted among Chinese primary school children aged 6-12. After retrieving the data, an empirical analysis was conducted, through exploratory factor analysis, correlation analysis, multiple linear regression analysis, empirical analysis of the results, the final conclusion Fig. 3.

Fig. 3. Thesis Research Pathway Map.

2. LITERATURE REVIEW

2.1 Digital Education Games for Children

Digital Education Games (DEG) is a game used for educational purposes [7]. DEG contains both learning and game mechanics that can provide enjoyment and an active learning environment and it is considered the most promising and effective learning tool today [8-11]. A large number of research shows that DEG has enhanced students' learning motivation, brought changes in their learning attitude and behavior, and improved their learning efficiency and learning performance. The children’s DEG is a learning tool developed specifically for child users, which combines entertainment and learning to make children interested. So, it is regarded as the best way to stimulate children' s learning motivation [12-13].

2.2 The Game Achievement System

Achievement is a set of tasks defined by the game designer where the player can be rewarded by completing or reaching some state to reach a milestone and track the progress [14]. Achievement system is part of game, entertainment platforms, demonstrating, managing and sharing achievement across multiple systems [15]. The achievement system enriches the gameplay and game tasks and it is proved to be a way to extend the game life. Players use different gameplay and difficulties to complete different achievements. The rewards are different so that they can produce different experiences and reduce development costs [16]. The record in the achievement system preserves the player's memory during the game experience, enabling the players to have emotional resonance and attachment. Also, the player loyalty of the game and the attraction of the game are improved. Sharing and showing off game achievements with other players in the social process will also bring players' satisfaction and confidence, extending player retention and reputation for the game [17]. Achievement system is closely related to the player's action performance, enthusiasm and attitude.

3. METHODOLOGY

3.1 Methodology 1

3.1.1 Research Questions

Analyze and extract the achievements projects in the representative game achievement system, and extract the most representative achievement projects.

3.1.2 Participants

516 senior gamers were surveyed about the relevance of game genre and game achievement system, and 505 valid questionnaires were returned. 15 experts participated in the interview and review.

3.1.3 Research andProcedures

The representative game type analysis questionnaire of the game achievement system used is composed of 4 (SQ) questions and 6 questions for research purposes. From the analysis of data of the questionnaires we found that the game types that players consider having a mature, sophisticated achievement system are MOBA, MMORPG, ARPG Fig. 4. According to Superdata global game ranking, IGN best game ranking in the last decade, IOS and Google Play game download ranking, we selected 9 famous games to analyze the achievement projects in the achievement system. Representative items of achievement were extracted by means of expert interviews Table 1.

Fig. 4. Achievement system representative game type.

Table 1. Analysis of the achievement items in the game.

Through expert interviews, the 183 extracted game achievement elements were classified and screened, and achievement items with similar functions and attributes were categorized under the same category based on expert opinions, forming 28 representative game achievement system items Table 2.

Table 2. Typical achievement items in the game.

3.2 Methodology 2

3.2.1 Research Questions

To determine the questionnaire questions; To empirically study the components of the DEG achievement system; To analyze the relationship between elements; To research the relationship between the achievement system and the components and the user's attitude towards the necessity of the achievement system.

3.2.2 Participants

The participants were 220 children (aged 6-12) from China, 105 boys and 107 girls, and eventually recovered 212 valid samples.

3.3 Research and Procedures

According to the literature and expert opinions, we added “knowledge” elements to measure the questions and form questionnaires. The investigators were doing accessible surveys and extracted data through SPSS22.0 and exploratory factor analysis to extract the elements and correlation of components; Then we used Multivariate linear regression analysis to research the influence on the user’s attitude towards achievement system caused by the elements.

4. RESULT

4.1 Exploratory factor analysis

The results are shown in figure 8. KMO=0.944＞ 0.6, Sig=0.000<0.01. The data is suitable for factor analysis. We use main component analysis of sample data and select the extraction factor with characteristic value greater than 1. Table 3 shows that a total of 5 factors are extracted and the cumulative interpretation variance is 67.308%.

Table 3. Total variance explained.

The variance maximizes orthogonal rotation and determine the subordinate dimension of each index. We arrange with cancellation coefficient absolute value less than 0.5 as shown in Table 4.

Table 4. Factor load of DEG achievement elements.

According to the theory of relevant scholars, each index item can only load more than 0.5 in one common factor but not in other public factors other wise abandoned. In this main component analysis, 5 factors were extracted, and the five factors were named "symbols", "rewards", "logic", "social" and "knowledge". 27 questions are in total after the deletion of non–conforming questions.

4.2 Reliability test

The results in Table 5 show that the Cronbach's α coefficient of each variable is greater than 0.7, indicating that the revised scales have a good reliability.

Table 5. Reliability Testing.

4.3 Validity inspection

We used the AMOS software to test the structural validity of the questionnaire and examine the matching degree of the theoretical model and the survey data. First, with validation factor analysis,5 factors "symbol, reward, logic, social, knowledge" were examined. Then we used maximum likelihood methods to finish model estimation. The results are shown in Fig. 5.

Fig. 5. Validation Factor Analysis on Structural Equation Model.

As can be seen from the above table that the factors of “symbol, reward, logic, social and knowledge”, the standardized factor load of the verification factor analysis are greater than 0.5, indicating that the effect is good Table 6.

Table 6. Factor loading coefficients for each of the 5 factor questions.

The evaluation indicators in Table 7 show the data fitness of the five factors models, "Symbol, Reward, Logic, Social, Knowledge", with the ratio of freedom X²/df are that symbol = 2.469, reward = 2.064, logical = 2.376, social = 2.989, knowledge = 1.172, all less than 5.The absolute fitting index GFI are that symbol = 0.965, Reward = 0.981, Logic = 0.976, Social = 0.965, Knowledge = 0.989, all greater than 9. The relative fitting index CFI are symbol = 0.976, Reward = 0.992, Logic = 0.981, Social = 0.976, Knowledge = 0.998, all greater than 0.9. RMSEA are symbol = 0.083, Reward = 0.071, Logic = 0.081, Social = 0.097, Knowledge = 0.029, less than 0.10 and CR values greater than 0.7. The factors have high factor convergence and AVE value is greater than 0.5. The evaluation indicators meet the requirements, indicating that the symbol, reward, logic, social and knowledge models fit the data well, and the scale has good structural validity.

Table 7. Factors validity.

4.4 Relevant analysis among various elements

Symbol, reward, logic, social and knowledge factors show 0.01 level significance between the player's attitude to achievement system respectively, and the correlation coefficient values are greater than 0.4, indicating that these five factors have significant positive correlation between the relationship and attitude and the factors have strong correlation. Among them, the necessity attitude of achievement system and symbol and social is the closest relationship (r=.724** \ r=.737**). At the same time, there is also a significant positive correlation between the factors. Social and Reward present the closest relationship (r=.729 **). Knowledge and rewards also presented closely related (r=.705**), other factors are also closely related Table 8.

Table 8. Correlation analysis.

**. At the 0.01 level (two-tailed), the correlationis significant.

The analysis found that adjusting R² is 0.666, indicating that the 5 factors can explain the reason why sample necessity attitude have changed 66.6 %. Model P = 0.000, F = 84.979, P value of 5 factors are less than 0.05 and significantly indicate that 5 factors will affect the necessity attitude of achievement system. The B value of regression coefficient is greater than 0, indicating that 5 factors will have positive impact on the necessity attitude of achievement system Table 9.

Table 9. Summary of multiple linear regression analysis.

5. DISCUSSIONS & CONCLUSIONS

5.1 Conclusions

Through literature analysis, case analysis, expert interview and empirical research, we evidently extracted and researched the elements of Children’s DEG achievement system and they presented good reliability and validity. Relevant analysis found the relationship and role between the elements. Regression analysis found that the achievement system and composition elements are positively related to the player attitude. Conclusion is as follows:

(1) The components of Children’s DEG achievement system are "symbol", "reward", "logic", "social" and "knowledge",which meet the expected views of literature research and expert interviews and they can be explained by the comprehensive theory of motivation. Symbol and reward can bring external motivation to gamers. Knowledge can bring inside motivation to gamers and social is the bridge of connection. Through appropriate logical methods, they can improve the game experience, and will influence and improve the learning attitude, motivation, effectiveness. The composition of children's DEG achievement system has high reference value for the design and development and theoretical research of educational games.

(2) We can see the necessity and value of DEG achievement system since the players have a positive attitude towards it. The achievement system composition has a significant positive impact on the player attitude, indicating that the children's DEG achievement system can bring a better user experience, enhance the use motivation, and attract players to use. The five factors are closely related to the attitude of the players. The factors show high significance, which indicates that the five elements of the achievement system are closely related and linked with each other. The common effect will have a positive effect on the attitude of the players. In the meantime, the elements are not isolated but commonly linked. In the period, symbols, social factors have a strong relationship with the attitude of achievement system, which can be understood that the symbolic achievement elements are the explicit achievement elements that players attach importance to. With this, players can have intuitive cognition and experiences as it can be paid more attention to. Social elements allow the players to share or compete with people in the game, which becomes a important kind of motivation for the player’s achievements. It is in line with the expression of social comparison theory so that the players can pay attention to the elements [18].

(3) social and reward elements are the most closely related under the relationship between the elements of children’s achievement system, which can be explained that players can share their rewards to more players by social methods. Sharing can bring greater satisfaction and the rewards in the competition and challenge environment will also bring a better experience. Knowledge and Reward are closely related. Rewards can constantly incentive players to obtain more knowledge and knowledge is also another form of reward. Players not only hope to have knowledge in the educational game, but also hope to have more reward. Players can have better experiences if learning and rewards can be balanced and it is in line with the concept of internal and external motivation to form motivation together.

Children's DEG achievement system is composed of five elements: "symbol", "reward", "logic", "social" and "knowledge", each component interacts with each other and together has a significant positive effect on the player's attitude, make the game a better user experience and increase motivation. The proposed DEG system for children can effectively enhance the learning experience and improve the quality of learning.

5.2 Research limitations and future research

It is subjective to use interview questionnaires to collect data. So the future researches will be conducted to improve the reliability and validity of the research conclusions. Due to time and energy, differences in systematic attitudes and preferences for different ages and gender have not been conducted and will be studied deeper in the future. The study on differences in achievement systems across different platforms, different theme types will also continue in subsequent studies.