In doing so, Malone developed a theory of intrinsically motivating instruction. The three categories which comprise his theory are challenge, fantasy, and curiosity [2]. The game provides the player feedback on progress toward the goal throughout the game play.
An optimal challenge should be neither too difficult nor too easy. The most effective fantasies in computer games are those which are more fully integrated with the content to be learned intrinsic. More Filters. First, a number of previous theories of intrinsic motivation are reviewed.
Then, several studies of highly motivating computer games are described. These studies focus on what makes the games fun, … Expand. Toward a Theory of Intrinsically Motivating Instruction. View 2 excerpts, cites methods. View 1 excerpt, cites background. Understanding Video Games. In this thesis, I attempt to offer an introduction to the medium of video games. I begin with the seemingly-simple, but actually quite impossible, task of defining games, drawing upon, but ultimately … Expand.
Computer gaming is an extremely popular trend among youth in the 21st century Pearce, yet is often seen as a concern by the general public with the potential harm it may introduce based on … Expand. Endogenous fantasy and learning in digital games. Many people believe that educational games are effective because they motivate children to actively engage in a learning activity as part of playing the game.
However, seminal work by Malone, … Expand. On the other hand, two psychological needs relatedness and competence can be satisfied when a group has successfully mastered a particular task together. It is therefore recommended that when teachers are supporting one of the psychological needs, they should be wary of not thwarting the other needs Van Roy and Zaman, Individuals would have freedom of choosing whether or not they will take certain actions, and when those actions are being taken.
For example, if individuals can choose when to exercise during the week, instead of having a fixed schedule of running on every Monday, Wednesday, and Friday, they are more likely to enjoy exercising because they would enjoy a sense of autonomy.
In the educational context, when students are being put in situation where it is controlling, such as having very strict parents and teachers, the level of autonomous motivation is likely to descend Rigby and Ryan, Moderate level of choice and freedom have been found to be fundamental toward autonomous motivation Deterding, However, Rigby and Ryan believed that individuals can still have a sense of autonomy even when only one single option is provided.
For example, if students are being instructed to write an essay on a particular topic, and if that topic aligns with their interest or strength, that will allow the students to have a sense of volition. On the contrary, this could encourage students to participate in the game, and students could possibly become more intrinsically motivated once they have explored the interesting and motivating side of the game.
The need for relatedness can be achieved when individuals feel that they belong to a particular group Deci and Ryan, When humans have the opportunity to share experiences, the positive feelings will be strengthened and fostered Rigby and Ryan, Although students may be involved in school settings where they can become competitive, they all share a common goal—to achieve academic success.
If teamwork is encouraged, it would enable students to share their knowledge and experiences, resulting in stronger bonds, higher sense of relatedness and motivation to complete a common task together Carr and Walton, The benign competition against other groups would perhaps drive students to improve as a group to fulfill a sense of relatedness and competence. In the current study, 4—5 students formed a team.
Students who experience a sense of competence are more likely to persist in the face of challenges, and have better academic results than those who are incompetent Rigby and Ryan, In the current study, with over 50 students in the sample, it is not feasible to ensure that the difficulty of the questions is challenging yet attainable for every student. Students were also encouraged to seek advice from the principal researcher if they would perceive the questions to be too challenging, i. One of the factors that Malone and Lepper mentioned to increase intrinsic motivation is curiosity.
If learners are curious and have a desire for knowledge, they are more likely to pay more attention to the new information in order to integrate into their existing knowledge. Curiosity is induced when there is a gap between our perceived discrepancies or conflicts from our personal expectations and knowledge Loewenstein, On the other hand, as Garris et al.
In this sense, it should be taken into consideration when designing the questions for students in educational games. The questions should be set at a level where students can feel challenged, yet attainable. This study has followed each of the aforementioned guidelines with an aim to enhance intrinsic motivation in learning.
This study uses a combination of gamification and traditional learning methods, while implementing the elements of self-determination theory to design the instructional strategies to motivate students. Each group consisted of 4—5 students; a total of 12 groups were formed. According to Morgan , a small focus-group encourages participants to make more contributions. SPO provided clear instructions and recommendations to ensure that the game could run and be managed smoothly and effectively.
Afterward, the researchers checked the quality and the accuracy of the questions and answers. They also discussed the difficulty of the questions and ensured that the questions were comprised of different levels, namely simple, medium, and difficult. In order to increase the sense of competitiveness while playing the game, 4—5 students formed their own team.
A total of 12 teams were eventually formed. Teams and individuals with the highest scores at the end of the study would be awarded. Meanwhile, the principal researcher would send weekly reminder to students to participate in the game. Upon completion of each section, students would receive individual and team scores. Students were given 7—10 days to complete the questions the length of the completion time depended upon the number of questions in different sections.
All tasks of the four sections were required to be completed within 5 weeks. To help answer the research question In what ways the application of the educational game to enhance student learning?
This extensive information enabled researchers to better understand this circumstance. Prior to the interviews, trust and rapport were built in order that participants would provide truthful and exhaustive data for precise and valid analysis Hodge et al. In addition, the researchers also ensured that the questions in the interview guide were open-ended and non-leading Patton, Semi-structured interviews lasted 30 minutes on average.
The audio recording was used to assist the note-taking in order to ensure the accuracy of the latter. After that, the transcript of the interview was translated back to back to confirm accuracy. Some of the literatures identified by Boyle et al. However, as the students participated in this study were taking a university course, and they were assessed as a whole class, it would not be feasible to allocate them into experimental and control groups.
Furthermore, it would be meaningless to conduct a pre-test as our participants would have limited knowledge in the motor development and learning topics. There were The quantitative data was supported by qualitative findings received from focus-group interviews.
The R 2 suggests that only 6. Therefore, it could be more challenging if students were unable to transfer and apply their knowledge from one format to another while answering the questions. We assumed that students tended to use their existing knowledge to conduct self-tests rather than searching for answers directly using their lecture notes.
These assumptions are supported by students in the focus group:. For second time, I did do a bit of revision, because I want to get higher scores. One of the main purposes for using educational games is to provide an alternative learning option for students, with an aim to help them study more effectively in an entertaining manner.
When nearing the end of the semester, with assignment deadlines and examination periods approaching, it could become a stressful period for students. The elements of the game could be new, exciting and challenging for students to learn and study. Hence, the findings support that the educational game can enhance students to study the course materials and could be effective in learning.
The findings are consistent with previous research Dominguez et al. Student A remarked:. It is challenging … you have to compete with others, so that you have the motivation to play, because you would want to compare with others, if you can see the ranking, the motivation level is higher. Herodotou et al. In their research, they found a weak association between basic psychological needs and game playing. Table 1. As Student E recalled:. Consistent with previous literature by Whitton , and Chen et al.
Some students may prefer to use traditional learning and teaching methods as a result of, perhaps, its being a habitual behavior. As such, it is important to ensure that the game design is fun enough to keep students engaged. MC questions may appear too similar to the examination in the current study. Although the researcher is convinced that if MC questions can mimic the format of the examination, students may prepare better for the examination.
This game also allowed students to have freedom to decide when to play and on what devices to play. Studying can be mentally demanding and dull for students as they would have to maintain high concentration during the process.
While the researchers have been studying the effectiveness of the game and students responses, adding to the fact that educational games have just been developed and are still in the early stage in higher education, the present full-participation rate is acceptable. However, the researchers understood that there were still areas for further enhancement in educational game, such as the number of the questions a few respondents reported that questions were insufficient and the format of the question students recommended different formats to be used along with the MC questions.
Furthermore, the combination of gamification and traditional learning methods could enhance students learning.
The sample size of the present study was Considering the cost of the game accounts, administration time, and manpower, it would not have been appropriate to widely utilize the educational game before assessing its suitability and effectiveness. During the research period, only three courses computer sciences, music, and physical education had utilized this educational game as a supplementary tool to integrate into the traditional teaching method in the University.
At the same time, different course instructors adopted different approaches to design the questions and the degree of involvement of students was varied. Due to the experimental nature of the study, only MC questions were used in the educational game. To avoid the limitation, in future, more formats of questions could be explored, such as using fill-in-the-blanks and short questions. This strategy can help students learn by mimicking real test scenarios under less stressful situations. Student learning is also influenced by the content of the game, the format of the question, the instructional strategies, and the motivation for participation.
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