Journal of Educational Multimedia and Hypermedia
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
A model of cognitive loads in massively multiplayer online role playing games
Interacting with Computers
A case study of computer gaming for math: Engaged learning from gameplay?
Computers & Education
Examining the pedagogical foundations of modern educational computer games
Computers & Education
Note-taking while learning hypermedia: Cognitive and motivational considerations
Computers in Human Behavior
Learning to Program with Personal Robots: Influences on Student Motivation
ACM Transactions on Computing Education (TOCE)
Participatory evaluation of an educational game for social skills acquisition
Computers & Education
Advances in Human-Computer Interaction - Special issue on User Assessment in Serious Games and Technology-Enhanced Learning
Building collaborative quizzes
Proceedings of the 13th Koli Calling International Conference on Computing Education Research
Enjoy and learn with educational games: Examining factors affecting learning performance
Computers & Education
Tablet gestures as a motivating factor for learning
Proceedings of the 2013 Chilean Conference on Human - Computer Interaction
Toward a mathematical model of motivation, volition, and performance
Computers & Education
Hi-index | 0.00 |
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.