The Survey Of Influence Factors Of Educational Games Used In Primary School Student’s After-School Learning

In the information era, the activity in every aspect of our society is changing for more adapting to this kind of evolution. Computer technology has injected education with energy and opportunity, and also has brought challenge in front of us. The strong attraction of computer games let students’after-school life full of joy, but meanwhile, is also set lots of traps, which becomes the worry of "bad hobby" to teachers and parents. However, the emergence of educational games is to solve the problem of "play" and "learn" at the same time. The purpose is to let students use computer games as a way of learning, study under the relaxed atmosphere, and achieve the aim of learning. Recent years, educators, the competent department of education and the game developers start looking for the class application of educational games, which has obtained some certain effect, but also with lots of limitations. Educational games some times are difficult to integrate with the textbook; they always take up too much class time; they are lack of support from parents as well as education administrators, all these slow the pace of the development of educational games in the school settings.Primary school students are main users of educational games. Most educational games on the market are aiming at cultivate interest, enlighten knowledge and develop personality. Most urban families have been equipped with a home computer, which provide feasibility of promote educational games be used after class by elementary school students. It is necessary that educational games can strengthen the learning motivation; accelerate the development of student subject and cognitive. It is feasible because educational games are conform to the rules of student’s cognition development, curriculum; the hardware condition is also suitable for extension the educational games to after class learning.This study is based on the literature analysis about primary school students’ behavior and psychological research of game play, according to game learning theory and flow theory, and then combining the existing research results, preliminarily determined four influence factors of educational games used in the primary school students’ after class learning activities. The four factors are:educational game content factors, the hardware and software factors of educational games, students’ own factors and other external factors. Some item has been modified through interviewing experts and participants, then come out the final questionnaire. First, I complete the validity test on the initial questionnaire. Second, I will delete the items whose value is below0.2according to each variable’s initial commonality as well as principal component analysis. Following, I get the common factors by spas equipped greater than1. At last I got four factors, which influence the educational games to be used in primary school students’ after class learning. I will measure the internal consistency Cronbach’s alpha coefficient value of the extracted four factors. According to the internal consistency Cronbach’s alpha coefficient value,I will delete some items whose internal consistency is low. After that I begin to give the formal questionnaire as well as analysis the collected data.The research respondents are students from two urban primary schools in Chengdu. I distributed370questionnaires for students in grade five and grade six, and collected311validated questionnaires. First, by using SPSS21.0, I made descriptive statistics analysis for each items, and then get the grade average of each of them to decide which item has greater influence on subjects. Second, by making descriptive statistics analysis for the four factors, I get the average of each factor to decide which factor has greater influence on subjects. Thirdly, through spearman rank correlation analysis, I studied the interaction between the factors.According to the analysis of questionnaire, the outcome shows that the abundance and diversity type of educational game itself are the dominant factor of appealing students using it after class. In order to achieve effective descriptive information, and bring the research to the qualitative level, I interviewed three primary school students, two teachers and two parents, by combining both of these materials, I argued several countermeasures for improve the software designing of educational development, and hope these measurement can promote the after class using by primary school students.