A comparative study of the learning effectiveness of a blended and embodied interactive video game for kindergarten students

Abstract

We developed an embodied interactive video game (EIVG) that is both educational and entertaining with the hope of using such a system to compare blended and pure digital learning with respect to differences in learning effectiveness. In addition to conducting experiments wherein the children learned using the EIVG, we also involved teachers as part of the study to allow observation of the emotional aspects of the children. The results of the study can be summarized by the following three points: (1) the effectiveness of blended learning was superior to that of pure digital learning; (2) the effectiveness of EIVG learning was better for boys than it was for girls, although the differences between them were not significant; and (3) the EIVG was highly entertaining, which resulted in students remaining highly interested and focused throughout the study. It is worth noting that both types of learning can be effective.