To Play or Not to Play: On the Motivational Effects of Games in Engineering Education

Autor/inn/en	Hartmann, Andreas; Gommer, Lisa
Titel	To Play or Not to Play: On the Motivational Effects of Games in Engineering Education
Quelle	In: European Journal of Engineering Education, 46 (2021) 3, S.319-343 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hartmann, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1690430
Schlagwörter	Student Motivation; Game Based Learning; Engineering Education; Educational Games; Self Determination; Competence; Personal Autonomy; College Students; Structural Equation Models + Suchen Sie Ihr Suchwort? Schulische Motivation; Ingenieurausbildung; Educational game; Lernspiel; Selbstbestimmung; Kompetenz; Individuelle Autonomie; Collegestudent
Abstract	The popularity of games as educational tools has steadily increased and is mainly explained by the motivational power that is ascribed to games in general. The research investigates the role of different motivational forms in educational gaming and the influence of game and teaching context on the students' motivation to involve in game play. Based on self-determination theory and a mixed-method case study approach, seven educational games played in a postgraduate level engineering course in two consecutive years were studied. Our research reveals that different motivational forms can co-exist when students play games and that the interplay of game attractiveness, game learning and game operativeness can explain the emergence of these motivational forms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01