Game-based practice vs. 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 vs. traditional practice in computer-based writing strategy training: Effects on motivation and achievement.
Quelle	In: Educational technology research & development, (2014) 62, S. 481-505Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1042-1629; 1556-6501
DOI	10.1007/s11423-014-9349-2
Schlagwörter	Eigenschaft; Schule; Lernen; Lernumgebung; Motivation; Unterweisung; Computerspiel; Schreibkompetenz; Muttersprachlicher Unterricht; Computerunterstütztes Verfahren; Leistung
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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3