Game-Based Practice versus Traditional Practice in Computer-Based Writing Strategy Training: Effects on Motivation and Achievement

Autor/inn/en	Proske, Antje; Roscoe, Rod D.; McNamara, Danielle S.
Titel	Game-Based Practice versus Traditional Practice in Computer-Based Writing Strategy Training: Effects on Motivation and Achievement
Quelle	In: Educational Technology Research and Development, 62 (2014) 5, S.481-505 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-014-9349-2
Schlagwörter	Educational Games; Computer Games; Student Motivation; Academic Achievement; Learner Engagement; Students; Essays; Writing (Composition); Comparative Analysis; Models; Instructional Design; Writing Strategies; Writing Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Schulische Motivation; Schulleistung; Student; Schüler; Schülerin; Studentin; Essay; Aufsatzunterricht; Schreibübung; Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf; Schreibtechnik; Schreibunterricht; Unterrichtserfolg
Abstract	Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this study, the ARCS model (Keller, "Perform Instr" 26(8):1-7, 1987b) was used to investigate the motivational characteristics of different practice conditions. To this end, 175 students were randomly assigned to one of four experimental conditions: game-based, question-based, model-based, and writing-based practice. All students first learned strategies to write an essay introduction. Subsequently, students practiced using the strategies in the four different conditions. Game-based practice was expected to positively affect ARCS-related motivation toward practice. Results showed that students perceived game-based practice as significantly more interesting and engaging than question-based practice. However, although game-based practice was perceived more positively, only model-based and question-based practice demonstrated a beneficial impact on students' ability to implement the writing strategies. These results underline the necessity of interconnecting motivational and instructional design when developing practice methods for computer-based writing strategy training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10