Impact of “The Online League of Legends(LoL) GAME School” Program on the COVID-19 Education Crisis: Focusing on Korean Students’ Affective Domain
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Purpose: This study aims to discover the changes made to the affective domain of the students who participat-ed in “the Online League of Legends(LoL) Game School” program during the COVID-19 education crisis. The pro-gram was conducted by the Seoul Metropolitan Office of Education’s Student Education Institute from August 2020 to July 2021 for elementary school students(fifth grade onward) to juniors in high schools in Seoul. The pro-gram consisted of game English, game science, game humanities, game writing, game-related songs, game music composition, game analysis and game strategies about the online game League of Legends, and adventure-based counseling(ABC) activities. Method: Twenty-nine students participated in the survey to determine positive and negative affections, intrinsic motivation, and the most interesting and challenging activities. The PANAS scale was used to find out whether participants had positive or negative affections about the program. This survey was highly reliable, and the ques-tionnaires were scored on a 7-point Likert scale each. To examine the students’ intrinsic motivation, four intrinsic motivation factors were selected: pleasure, flow, challenge, and growth potential. The participants described the most interesting and challenging activities of the Online LoL Game School program with the help of open-ended questions. Results: The participants had strong positive affections for the program(PA: 5.3928) instead of negative affec-tions(NA: 1.9598), and experienced “flow”(5.26) the most among the four factors. Also, the most interesting and challenging activity of the program was game English. Conclusion: These study findings revealed that 1)the students had positive affections about the Online LoL Game School program, 2)among the four intrinsic motivation factors, pleasure, flow, challenge, and growth po-tential, the students experienced flow the most, 3)the most interesting and challenging activity was game English. This study uncovered that the Online Game School program influenced the students’ positive affections and in-trinsic motivation. Online education programs related to games, in which many students showed interest, can be triggers for students to engage in active learning and reconsider their growth and future careers. The study find-ings and attempts can help create a positive school climate and bring about social change to provide Generation Z students with a pleasurable and meaningful learning experience.
Abstract
Purpose: This study aims to discover the changes made to the affective domain of the students who participat-ed in “the Online League of Legends(LoL) Game School” program during the COVID-19 education crisis. The pro-gram was conducted by the Seoul Metropolitan Office of Education’s Student Education Institute from August 2020 to July 2021 for elementary school students(fifth grade onward) to juniors in high schools in Seoul. The pro-gram consisted of game English, game science, game humanities, game writing, game-related songs, game music composition, game analysis and game strategies about the online game League of Legends, and adventure-based counseling(ABC) activities. Method: Twenty-nine students participated in the survey to determine positive and negative affections, intrinsic motivation, and the most interesting and challenging activities. The PANAS scale was used to find out whether participants had positive or negative affections about the program. This survey was highly reliable, and the ques-tionnaires were scored on a 7-point Likert scale each. To examine the students’ intrinsic motivation, four intrinsic motivation factors were selected: pleasure, flow, challenge, and growth potential. The participants described the most interesting and challenging activities of the Online LoL Game School program with the help of open-ended questions. Results: The participants had strong positive affections for the program(PA: 5.3928) instead of negative affec-tions(NA: 1.9598), and experienced “flow”(5.26) the most among the four factors. Also, the most interesting and challenging activity of the program was game English. Conclusion: These study findings revealed that 1)the students had positive affections about the Online LoL Game School program, 2)among the four intrinsic motivation factors, pleasure, flow, challenge, and growth po-tential, the students experienced flow the most, 3)the most interesting and challenging activity was game English. This study uncovered that the Online Game School program influenced the students’ positive affections and in-trinsic motivation. Online education programs related to games, in which many students showed interest, can be triggers for students to engage in active learning and reconsider their growth and future careers. The study find-ings and attempts can help create a positive school climate and bring about social change to provide Generation Z students with a pleasurable and meaningful learning experience.
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