Location
Hilton Waikoloa Village, Hawaii
Event Website
https://hicss.hawaii.edu/
Start Date
7-1-2025 12:00 AM
End Date
10-1-2025 12:00 AM
Description
Programming skills have been a crucial skill for (computer science) students. The level of technology affinity, encompassing a student’s confidence in technology, can impact skill development. Students with high technology affinity may engage more confidently with programming tasks, while those with lower affinity might struggle with the initial learning curve. We used the adaptive Digital Game-Based Learning System (DGBL) system "Lost in Code", and conducted a field experiment with 66 students majoring in Business Administration or Information Systems. We analyzed the relationships between students' technology affinity, motivation, and learning outcomes in a PLS-SEM. Our findings show that the technology affinity impacts the perceived enjoyment, pressure and competence positively. Additionally, prior knowledge does not influence the motivation. We combined these findings with qualitative feedback and discuss the potential of adaptive DGBL systems.
Recommended Citation
Jokisch, Christine; Schlimbach, Ricarda; Hobert, Sebastian; Strzebkowski, Maxim; Kurpejovic, Haris; and Schumann, Matthias, "Empirical Insights on the Impact of Technology Affinity on Programming Skill Development through an Adaptive Game-Based Learning System" (2025). Hawaii International Conference on System Sciences 2025 (HICSS-58). 3.
https://aisel.aisnet.org/hicss-58/ks/game/3
Empirical Insights on the Impact of Technology Affinity on Programming Skill Development through an Adaptive Game-Based Learning System
Hilton Waikoloa Village, Hawaii
Programming skills have been a crucial skill for (computer science) students. The level of technology affinity, encompassing a student’s confidence in technology, can impact skill development. Students with high technology affinity may engage more confidently with programming tasks, while those with lower affinity might struggle with the initial learning curve. We used the adaptive Digital Game-Based Learning System (DGBL) system "Lost in Code", and conducted a field experiment with 66 students majoring in Business Administration or Information Systems. We analyzed the relationships between students' technology affinity, motivation, and learning outcomes in a PLS-SEM. Our findings show that the technology affinity impacts the perceived enjoyment, pressure and competence positively. Additionally, prior knowledge does not influence the motivation. We combined these findings with qualitative feedback and discuss the potential of adaptive DGBL systems.
https://aisel.aisnet.org/hicss-58/ks/game/3