An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-Based Learning

Autor/inn/en	Eseryel, Deniz; Law, Victor; Ifenthaler, Dirk; Ge, Xun; Miller, Raymond
Titel	An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-Based Learning
Quelle	In: Educational Technology & Society, 17 (2014) 1, S.42-53 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Correlation; Teaching Methods; Computer Games; Learner Engagement; Student Motivation; Problem Solving; Student Interests; Competence; Self Efficacy; Self Determination; Educational Games; Cooperative Learning; High School Students; Grade 9; Instructional Effectiveness; Predictor Variables; Personal Autonomy + Suchen Sie Ihr Suchwort? Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele; Schulische Motivation; Problemlösen; Studieninteresse; Kompetenz; Self-efficacy; Selbstwirksamkeit; Selbstbestimmung; Educational game; Lernspiel; Kooperatives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Unterrichtserfolg; Prädiktor; Individuelle Autonomie
Abstract	Digital game-based learning, especially massively multiplayer online games, has been touted for its potential to promote student motivation and complex problem-solving competency development. However, current evidence is limited to anecdotal studies. The purpose of this empirical investigation is to examine the complex interplay between learners' motivation, engagement, and complex problem-solving outcomes during game-based learning. A theoretical model is offered that explicates the dynamic interrelationships among learners' problem representation, motivation (i.e., interest, competence, autonomy, relatedness, self-determination, and self-efficacy), and engagement. Findings of this study suggest that learners' motivation determine their engagement during gameplay, which in turn determines their development of complex problem-solving competencies. Findings also suggest that learner's motivation, engagement, and problem-solving performance are greatly impacted by the nature and the design of game tasks. The implications of this study are discussed in detail for designing effective game-based learning environments to facilitate learner engagement and complex problem-solving competencies. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10