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Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing
ARTICLE

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Computers & Education Volume 55, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Digital game-based learning (DGBL) has become a viable instructional option in recent years due to its support of learning motivation. Recent studies have mostly focused on identifying motivational factors in digital games (e.g., curiosity, rules, control) that support intrinsic motivation. These findings, however, are limited in two fronts. First, they did not depict the interactive nature of the motivational processing in DGBL. Second, they excluded the outcome processing (learners’ final effort versus performance evaluation) as a possible motivation component to sustain the iterative game playing cycle. To address these problems, situated in the integrative theory of Motivation, Volition, and Performance (MVP), this study examined the relationship between motivational processing and outcome processing in an online instructional game. The study surveyed 264 undergraduate students after playing the Trade Ruler online game. Based on the data collected by ARCS-based Instructional Materials Motivational Survey (IMMS), a regression analysis revealed a significant model between motivational processing (attention, relevance, and confidence) and the outcome processing (satisfaction). The finding preliminarily suggests that both motivational processing and outcome processing need to be considered when designing DGBL. Furthermore, the finding implies a potential relationship between intrinsic motives and extrinsic rewards in DGBL.

Citation

Huang, W.H., Huang, W.Y. & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55(2), 789-797. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.03.011

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