An Integrated View of Information Feedback, Game Quality, and Autonomous Motivation for Evaluating Game-Based Learning Effectiveness

Autor/inn/en	Liu, Yi Chun; Wang, Wei-Tsong; Lee, Tzu-Lien
Titel	An Integrated View of Information Feedback, Game Quality, and Autonomous Motivation for Evaluating Game-Based Learning Effectiveness
Quelle	In: Journal of Educational Computing Research, 59 (2021) 1, S.3-40 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Wei-Tsong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120952044
Schlagwörter	Computer Games; Educational Games; Game Based Learning; Feedback (Response); Instructional Effectiveness; Psychological Needs; Personal Autonomy; Learning Motivation; Intention; Goal Orientation; Competition; Difficulty Level; Graduate Students; Undergraduate Students; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Unterrichtserfolg; Individuelle Autonomie; Motivation for studies; Lernmotivation; Zielorientierung; Zielvorstellung; Wettkampf; Schwierigkeitsgrad; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland
Abstract	Critical factors that influence the value of digital game-based learning (DGBL) for enhancing learning effectiveness remain debatable. Based on the self-determination theory (SDT), people can be autonomously motivated to adopt DGBL to enhance learning effectiveness if their basic psychological needs are satisfied. Additionally, studies that simultaneously examine the effects of two critical factors of information feedback and game quality on students' autonomous motivation and learning effectiveness in DGBL contexts are missing in the literature. This study integrates information feedback, game quality, and SDT to develop a research model for comprehending the effectiveness of DGBL systems. Data collected from 383 respondents was analyzed to validate our research model. The results showed that information feedback, game quality, and autonomous motivation significantly influenced students' learning effectiveness and their continuance intention to use DGBL systems. Additionally, autonomous motivation indirectly influenced continuance intention via learning effectiveness. Implications for theory and for practice are discussed accordingly. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01