Expectations of Technology: A Factor to Consider in Game-Based Learning Environments

This study investigates how students’ prior expectations of technology affect overall learning outcomes across two adaptive systems, one gamebased (iSTART-ME) and one non-game based (iSTART-Regular). The current study (n=83) is part of a larger study (n=124) intended to teach reading comprehension strategies to high school students. Results revealed that students’ prior expectations impacted learning outcomes, but only for students who had engaged in the game-based system. Students who reported positive expectations of computer helpfulness at pretest showed significantly higher learning outcomes in the game-based system compared to students who had low expectations of computer helpfulness. The authors discuss how the incorporation of game-based features in an adaptive system may negatively impact the learning outcomes of students with low technology expectations.