Effects of Performance Goal Orientations on Learning Performance and In-Game Performance in Digital Game-Based Learning

Autor/inn/en	Yang, Jie Chi; Chung, Ching-Jung; Chen, Mei-Shan
Titel	Effects of Performance Goal Orientations on Learning Performance and In-Game Performance in Digital Game-Based Learning
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 2, S.422-439 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Jie Chi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12622
Schlagwörter	Educational Games; Game Based Learning; Academic Achievement; Goal Orientation; Performance Factors; Computer Games; Vocabulary Development; English Instruction; College Students; Listening Comprehension Tests; Achievement Gains; Scores; Outcomes of Education + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Schulleistung; Zielorientierung; Zielvorstellung; Leistungsindikator; Computer game; Computerspiel; Computerspiele; Wortschatzarbeit; English langauage lessons; Englischunterricht; Collegestudent; Hörverstehensübung; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg
Abstract	Background: Performance goal orientations are influential motivational factors for predicting learning performance. However, a lack of attention has been paid to investigating the effects of performance goal orientations on learning performance and in-game performance in the context of digital game-based learning. Objectives: This study implemented a game-based English vocabulary learning system and investigated how performance goal orientations affected learners' learning performance and in-game performance. Methods: A total of 59 non-English major university students participated in this study, divided into performance-approach learners (PAPL) and performance-avoidance learners (PAVL) based on their performance goal orientations. The English vocabulary listening test and log data were collected for conducting quantitative analyses. Results and conclusions: The results showed that the PAPL outperformed the PAVL in learning performance, whereas the two groups demonstrated similar gain scores and overall in-game performance. Moreover, the results showed that the PAVL's learning performance was strongly associated with all aspects of in-game performance in the learning activities. Conversely, the PAPL's learning performance was only associated with two aspects of in-game performance in the competition activities. Implications: The findings of this study suggest that performance goal orientations play significant roles in both learning performance and in-game performance, which could benefit the PAVL's in-game performance, which is a substantial factor in promoting their learning performance via DGBL. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01