Computer engineering students' readiness and motivations for using dialog games in collaborative learning

This paper aims to investigate computer engineering students' readiness and motivations for using dialog games for collaborative learning activities. Students' readiness and motivations are measured by applying a questionnaire and “intrinsic motivation inventory”. The intrinsic motivation inventory is used to assess students' subjective motivations related to a using dialog games in collaborative learning activities. The learning effects of dialog games are well described in research literature; however, the current research literature has no study showing the explanations on the students' readiness and mindsets for using dialog games for collaborative learning. To extend the current literature by providing an investigation about the issue, this study may extend the full realization of potential benefits of dialog games in learning. Results showed that students are positively ready to use dialog games in collaborative learning. They find dialog games interesting/enjoyable and useful. Students also showed a positive attitude that dialog games help them to learn and build knowledge, changing and transforming their ideas and/or way of thinking with better mechanisms in creating group communication and better social interactions in collaborative learning. On the other hand, students have mixed views on preferring dialog games over the face to face communication and they find traditional methods easier to use than the dialog games.