Motivation, Engagement and Learning through Digital Games

Autor/inn/en	Iacovides, Ioanna; Aczel, James; Scanlon, Eileen; Taylor, Josie; Woods, Will
Titel	Motivation, Engagement and Learning through Digital Games
Quelle	In: International Journal of Virtual and Personal Learning Environments, 2 (2011) 2, S.1-16, Artikel 1 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8518
DOI	10.4018/jvple.2011040101
Schlagwörter	Educational Technology; Technology Uses in Education; Learner Engagement; Informal Education; Computer Games; Video Games; Learning Motivation; Research Methodology; Individual Characteristics; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informelle Bildung; Nichtformale Bildung; Computer game; Computerspiel; Computerspiele; Video game; Videospiel; Videospiele; Motivation for studies; Lernmotivation; Research method; Forschungsmethode; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Großbritannien
Abstract	Digital games can be powerful learning environments because they encourage active learning and participation within "affinity groups" (Gee, 2004). However, the use of games in formal educational environments is not always successful (O'Neil et al., 2005). There is a need to update existing theories of motivation and engagement in order to take recent game-related developments into account. Understanding the links between why people play games, what keeps them engaged in this process, and what they learn as a result could have a significant impact on how people value and use games for learning. This paper examines key research that relates to motivation, engagement, and informal learning through digital games, in order to highlight the need for empirical studies which examine the activities that occur in and around everyday gaming practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04