汇报人:罗晓 学号: 130595 专业:教育技术学
Digital game-based learning: Impact of instructions and feedback on motivation and
learning effectiveness
Contents
Introduction
Experiment1
Experiment2
Conclusion
Introduction Experiment1Experiment2 Conclusion
Shaanxi Normal University
Why to do this study
To make it clear:Whether the type of instruction will has any effects
on motivation and learning.Whether feedback will has any effects on motivation
and learning.
Introduction Experiment1Experiment2 Conclusion
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About the pre-research
What is Digital game-based learning(DGBL)1
Motivational benefits of DGBL2
DGBL compared with conventional media3
Instructions for the learning effectiveness of DGBL4
Introduction Experiment1Experiment2 Conclusion
Shaanxi Normal University
What is Digital game-based learning(DGBL)1Competitive activity in which students are set educational goals Intended to promote knowledge acquisition
(1)a set of rules and constraints
(2) a set of dynamic responses to the learners’ actions
(3) Appropriate challenges
(4) gradual, learning outcome-oriented increases in difficulty
Features of DGBL
Introduction Experiment1Experiment2 Conclusion
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Motivational benefits of DGBL2
goal orientation, intrinsic-extrinsic motivation, interest, and self-efficacy
mastery goals and performance goalsa positive relationship between the level of intrinsic motivation and
learning scoresflow theory: immediate subjective experience
motivation corresponds to the set of physiological processes that influence the direction, vigor and persistence of behaviors.
Introduction Experiment1Experiment2 Conclusion
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DGBL compared with conventional media3
more beneficial than traditional classroom learning
had a positive effect on learning quality
Support VS
digital learning games is an effective learning medium?
Suspect
had only a weak motivational benefit
many overviews have also expressed reservations about the use of DGBL
Introduction Experiment1Experiment2 Conclusion
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Instructions for the learning effectiveness of DGBL4
media comparison approach is vulnerable to confounding factors
The effects of instruction type have been the subject of extensive research
Instruction plays a key role during the cognitive processing of
educational content
A value-added approach to DGBL which consists in testing the effects on learning quality of adding features to an educational game
Experiment1Introduction Experiment2 Conclusion
Shaanxi Normal University
The aim 1
To assess the effects of instructions on learning quality and motivation in DGBL.
Two contrasting assumptions2an entertainment instruction would improve our participants’
subjective experience(higher intrinsic motivation scores; higher learning outcome)
the learning instruction would result in significantly higher scores on the different learning assessments
Experiment1Introduction Experiment2 Conclusion
Shaanxi Normal University
Methods3
Participantslearning instruction group (nine men and 15 women)entertainment instruction group (nine men and 15 women)aged 18–26 years
Materialinteracted with the ASTRA multimedia learning environment for 25–30 minindependent variable: Instruction
pre-test about their prior knowledge
reading the instructions , watch a short scene, complete quizzes
fill out a series of questionnaires about motivation
fill out one questionnaire about their knowledge
Experiment1Introduction Experiment2 Conclusion
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Methods3
Procedure
Introduction Experiment2Experiment2Conclusion
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Results4
Pre-test: no significant difference between the two experimental groups
Recall quiz scores: no significant difference between the two groups
Knowledge questionnaire scores: learning instruction group performed significantly better than the entertainment instruction group
Motivation questionnaire ratings: learning goals: no significantly difference between the two groups Intrinsic motivation: no significantly difference between the two groups
Experiment1
Introduction Experiment2Experiment2Conclusion
Shaanxi Normal University
Experiment1
contrary to expectations , No effect of instruction was observed on the motivation
doubt on the effectiveness of the entertainment instruction from the perspective of learning through playing.
entertainment instruction may encourage learners to engage in deep processing.
Discussion5
Experiment1Introduction Experiment2Experiment2Conclusion
Shaanxi Normal University
The aim 1to determine whether the presence of KCR feedback in DGBL quizzes can influence the types of learning strategies induced by the instructions
Two contrasting assumptions2
if the combination of KCR feedback and an instruction to playlearning performances would be significantly better in the
entertainment instruction condition than in the learning instruction condition.
learning goals and Intrinsic motivation would be significantly greater in the entertainment condition than in the learning condition.
Experiment1Introduction Experiment2Experiment2Conclusion
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The same as in Experiment 1
Methods3
Participants16 men and 28 women aged 18–26 years who hadn’t taken part in Experiment
MaterialThe same as in Experiment 1the addition of KCR feedback for each of the questionsKCR feedback: knowledge of correct response
Procedure
Experiment1Introduction Experiment2Experiment2Conclusion
Shaanxi Normal University
Results4Pre-test: no significant difference between the two experimental groups
Recall quiz scores: no significant difference between the two groups
Knowledge questionnaire scores In contrast to the first experiment, the scores of the entertainment instruction group were significantly higher than the learning instruction group in the inferential questions
Motivation questionnaire ratings: learning goals: learning instruction appeared to have generated a greater fear of failure than the entertainment instruction did. Intrinsic motivation: no significantly difference between the two groups
Experiment1Introduction Experiment2Experiment2Conclusion
Shaanxi Normal University
KCR feedback, coupled with an entertainment instruction, can promote deep cognitive processing during learning, all the while enhancing learners motivational investment.
Discussion5
Experiment1Introduction Experiment2 Conclusion
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There is better comprehension performances
with the learning instruction condition in Experiment 1;
with combination of entertainment instruction and KCR feedback in Experiment 2;
What can be concluded
Experiment1Introduction Experiment2 Conclusion
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Future studies are needed to test if the nature of the instructions this study used has any effect on memory (Experiment 1)
need to carry out more studies to account for the benefits of the entertainment instruction (Experiment 2)
What to do next
Experiment1Introduction Experiment2 Conclusion
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I. the ASTRA game environment lacks of interactivity with the material
II. the quizzes lack feedback correcting their comprehension errors
III. the methodology :only offline data , online data should be collected
About the limitations
Shaanxi Normal University
Educational Games
Thank
you!