An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-based Learning
Digital game-based learning, especially massively multiplayer online games, has been touted for its potential to promote student motivation and complex problem-solving competency development. However, current evidence is limited to anecdotal studies. The purpose of this empirical investigation is to...
Gespeichert in:
| Veröffentlicht in: | Educational technology & society 2014-01, Vol.17 (1), p.42-53 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 53 |
|---|---|
| container_issue | 1 |
| container_start_page | 42 |
| container_title | Educational technology & society |
| container_volume | 17 |
| creator | Eseryel, Deniz Law, Victor Ifenthaler, Dirk Ge, Xun Miller, Raymond |
| description | Digital game-based learning, especially massively multiplayer online games, has been touted for its potential to promote student motivation and complex problem-solving competency development. However, current evidence is limited to anecdotal studies. The purpose of this empirical investigation is to examine the complex interplay between learners' motivation, engagement, and complex problem-solving outcomes during game-based learning. A theoretical model is offered that explicates the dynamic interrelationships among learners' problem representation, motivation (i.e., interest, competence, autonomy, relatedness, self-determination, and self-efficacy), and engagement. Findings of this study suggest that learners' motivation determine their engagement during gameplay, which in turn determines their development of complex problem-solving competencies. Findings also suggest that learner’s motivation, engagement, and problem-solving performance are greatly impacted by the nature and the design of game tasks. The implications of this study are discussed in detail for designing effective game-based learning environments to facilitate learner engagement and complex problem-solving competencies. |
| format | Article |
| fullrecord | <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_journals_1502989196</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A361942583</galeid><ericid>EJ1018720</ericid><jstor_id>jeductechsoci.17.1.42</jstor_id><sourcerecordid>A361942583</sourcerecordid><originalsourceid>FETCH-LOGICAL-e271t-62a92c3579f89abc112bb796507bc063f714d30cdc5709ad44ec7d0b9116a7173</originalsourceid><addsrcrecordid>eNptj01rGzEQQJfSQNOkPyEg6KklW_S1knU0xk1cnLaQ5iy02tm1zK7kSrKbHPLfK-LSYihzmOHNmxnmVXVOOBM1byh9XWoiRc0El2-qtyltMaaYC3xePc89WvkDpOwGk13wKPQob6DADDHC-ALTxu0SaiH_AvDoLmR3eOHXaOkHM8AEPl8j4zu0CNNuhEf0PYZ2hAndh_Hg_ICcRzdmgro1CTq0BhN9wZfVWW_GBO_-5Ivq4fPyx-K2Xn-7WS3m6xqoJLkW1ChqWSNVP1OmtYTQtpVKNFi2FgvWS8I7hm1nG4mV6TgHKzvcKkKEkUSyi-r9ce8uhp_78qzehn305aQmDaZqpogS_6zBjKCd70OOxk4uWT1ngihOmxkr1qf_WCU6mJwNHnpX-MnAh5OB4mR4zIPZp6RX919P3aujC9FZvYtuMvFJL78QTGaS4tL_eOxvUw7xr7CFbm8z2E0K1mkiNdGcst_BA53k</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1502989196</pqid></control><display><type>article</type><title>An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-based Learning</title><source>DOAJ Directory of Open Access Journals</source><source>JSTOR Archive Collection A-Z Listing</source><source>EZB-FREE-00999 freely available EZB journals</source><source>EBSCOhost Education Source</source><creator>Eseryel, Deniz ; Law, Victor ; Ifenthaler, Dirk ; Ge, Xun ; Miller, Raymond</creator><creatorcontrib>Eseryel, Deniz ; Law, Victor ; Ifenthaler, Dirk ; Ge, Xun ; Miller, Raymond</creatorcontrib><description>Digital game-based learning, especially massively multiplayer online games, has been touted for its potential to promote student motivation and complex problem-solving competency development. However, current evidence is limited to anecdotal studies. The purpose of this empirical investigation is to examine the complex interplay between learners' motivation, engagement, and complex problem-solving outcomes during game-based learning. A theoretical model is offered that explicates the dynamic interrelationships among learners' problem representation, motivation (i.e., interest, competence, autonomy, relatedness, self-determination, and self-efficacy), and engagement. Findings of this study suggest that learners' motivation determine their engagement during gameplay, which in turn determines their development of complex problem-solving competencies. Findings also suggest that learner’s motivation, engagement, and problem-solving performance are greatly impacted by the nature and the design of game tasks. The implications of this study are discussed in detail for designing effective game-based learning environments to facilitate learner engagement and complex problem-solving competencies.</description><identifier>ISSN: 1176-3647</identifier><identifier>ISSN: 1436-4522</identifier><identifier>EISSN: 1436-4522</identifier><language>eng</language><publisher>Palmerston North: International Forum of Educational Technology & Society</publisher><subject>Analysis ; Autonomy ; Competence ; Computer & video games ; Computer Games ; Cooperative Learning ; Correlation ; Distance learning ; Educational aspects ; Educational environment ; Educational Games ; Game theory ; Grade 9 ; High School Students ; Instructional Effectiveness ; Learner Engagement ; Learning ; Learning motivation ; Motivation ; Motivation in education ; Motivation research ; Multiplayer online games ; Outcomes of education ; Personal Autonomy ; Predictor Variables ; Problem Solving ; Self Determination ; Self Efficacy ; Special Issue Articles ; Student Interests ; Student Motivation ; Teaching Methods ; United States (Midwest)</subject><ispartof>Educational technology & society, 2014-01, Vol.17 (1), p.42-53</ispartof><rights>Copyright 2014 by International Forum of Educational Technology & Society (IFETS)</rights><rights>COPYRIGHT 2014 International Forum of Educational Technology & Society</rights><rights>2014. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/jeductechsoci.17.1.42$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/jeductechsoci.17.1.42$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,4024,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1018720$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Eseryel, Deniz</creatorcontrib><creatorcontrib>Law, Victor</creatorcontrib><creatorcontrib>Ifenthaler, Dirk</creatorcontrib><creatorcontrib>Ge, Xun</creatorcontrib><creatorcontrib>Miller, Raymond</creatorcontrib><title>An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-based Learning</title><title>Educational technology & society</title><description>Digital game-based learning, especially massively multiplayer online games, has been touted for its potential to promote student motivation and complex problem-solving competency development. However, current evidence is limited to anecdotal studies. The purpose of this empirical investigation is to examine the complex interplay between learners' motivation, engagement, and complex problem-solving outcomes during game-based learning. A theoretical model is offered that explicates the dynamic interrelationships among learners' problem representation, motivation (i.e., interest, competence, autonomy, relatedness, self-determination, and self-efficacy), and engagement. Findings of this study suggest that learners' motivation determine their engagement during gameplay, which in turn determines their development of complex problem-solving competencies. Findings also suggest that learner’s motivation, engagement, and problem-solving performance are greatly impacted by the nature and the design of game tasks. The implications of this study are discussed in detail for designing effective game-based learning environments to facilitate learner engagement and complex problem-solving competencies.</description><subject>Analysis</subject><subject>Autonomy</subject><subject>Competence</subject><subject>Computer & video games</subject><subject>Computer Games</subject><subject>Cooperative Learning</subject><subject>Correlation</subject><subject>Distance learning</subject><subject>Educational aspects</subject><subject>Educational environment</subject><subject>Educational Games</subject><subject>Game theory</subject><subject>Grade 9</subject><subject>High School Students</subject><subject>Instructional Effectiveness</subject><subject>Learner Engagement</subject><subject>Learning</subject><subject>Learning motivation</subject><subject>Motivation</subject><subject>Motivation in education</subject><subject>Motivation research</subject><subject>Multiplayer online games</subject><subject>Outcomes of education</subject><subject>Personal Autonomy</subject><subject>Predictor Variables</subject><subject>Problem Solving</subject><subject>Self Determination</subject><subject>Self Efficacy</subject><subject>Special Issue Articles</subject><subject>Student Interests</subject><subject>Student Motivation</subject><subject>Teaching Methods</subject><subject>United States (Midwest)</subject><issn>1176-3647</issn><issn>1436-4522</issn><issn>1436-4522</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptj01rGzEQQJfSQNOkPyEg6KklW_S1knU0xk1cnLaQ5iy02tm1zK7kSrKbHPLfK-LSYihzmOHNmxnmVXVOOBM1byh9XWoiRc0El2-qtyltMaaYC3xePc89WvkDpOwGk13wKPQob6DADDHC-ALTxu0SaiH_AvDoLmR3eOHXaOkHM8AEPl8j4zu0CNNuhEf0PYZ2hAndh_Hg_ICcRzdmgro1CTq0BhN9wZfVWW_GBO_-5Ivq4fPyx-K2Xn-7WS3m6xqoJLkW1ChqWSNVP1OmtYTQtpVKNFi2FgvWS8I7hm1nG4mV6TgHKzvcKkKEkUSyi-r9ce8uhp_78qzehn305aQmDaZqpogS_6zBjKCd70OOxk4uWT1ngihOmxkr1qf_WCU6mJwNHnpX-MnAh5OB4mR4zIPZp6RX919P3aujC9FZvYtuMvFJL78QTGaS4tL_eOxvUw7xr7CFbm8z2E0K1mkiNdGcst_BA53k</recordid><startdate>20140101</startdate><enddate>20140101</enddate><creator>Eseryel, Deniz</creator><creator>Law, Victor</creator><creator>Ifenthaler, Dirk</creator><creator>Ge, Xun</creator><creator>Miller, Raymond</creator><general>International Forum of Educational Technology & Society</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>ISN</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>8AL</scope><scope>8FE</scope><scope>8FG</scope><scope>8FK</scope><scope>8FQ</scope><scope>8FV</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>ARAPS</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>JQ2</scope><scope>K7-</scope><scope>M0N</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>P5Z</scope><scope>P62</scope><scope>PIMPY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20140101</creationdate><title>An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-based Learning</title><author>Eseryel, Deniz ; Law, Victor ; Ifenthaler, Dirk ; Ge, Xun ; Miller, Raymond</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e271t-62a92c3579f89abc112bb796507bc063f714d30cdc5709ad44ec7d0b9116a7173</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Analysis</topic><topic>Autonomy</topic><topic>Competence</topic><topic>Computer & video games</topic><topic>Computer Games</topic><topic>Cooperative Learning</topic><topic>Correlation</topic><topic>Distance learning</topic><topic>Educational aspects</topic><topic>Educational environment</topic><topic>Educational Games</topic><topic>Game theory</topic><topic>Grade 9</topic><topic>High School Students</topic><topic>Instructional Effectiveness</topic><topic>Learner Engagement</topic><topic>Learning</topic><topic>Learning motivation</topic><topic>Motivation</topic><topic>Motivation in education</topic><topic>Motivation research</topic><topic>Multiplayer online games</topic><topic>Outcomes of education</topic><topic>Personal Autonomy</topic><topic>Predictor Variables</topic><topic>Problem Solving</topic><topic>Self Determination</topic><topic>Self Efficacy</topic><topic>Special Issue Articles</topic><topic>Student Interests</topic><topic>Student Motivation</topic><topic>Teaching Methods</topic><topic>United States (Midwest)</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Eseryel, Deniz</creatorcontrib><creatorcontrib>Law, Victor</creatorcontrib><creatorcontrib>Ifenthaler, Dirk</creatorcontrib><creatorcontrib>Ge, Xun</creatorcontrib><creatorcontrib>Miller, Raymond</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Gale In Context: Canada</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Computing Database (Alumni Edition)</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Canadian Business & Current Affairs Database</collection><collection>Canadian Business & Current Affairs Database (Alumni Edition)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Computer Science Collection</collection><collection>Computer Science Database</collection><collection>Computing Database</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Advanced Technologies & Aerospace Database</collection><collection>ProQuest Advanced Technologies & Aerospace Collection</collection><collection>Access via ProQuest (Open Access)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Educational technology & society</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Eseryel, Deniz</au><au>Law, Victor</au><au>Ifenthaler, Dirk</au><au>Ge, Xun</au><au>Miller, Raymond</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1018720</ericid><atitle>An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-based Learning</atitle><jtitle>Educational technology & society</jtitle><date>2014-01-01</date><risdate>2014</risdate><volume>17</volume><issue>1</issue><spage>42</spage><epage>53</epage><pages>42-53</pages><issn>1176-3647</issn><issn>1436-4522</issn><eissn>1436-4522</eissn><abstract>Digital game-based learning, especially massively multiplayer online games, has been touted for its potential to promote student motivation and complex problem-solving competency development. However, current evidence is limited to anecdotal studies. The purpose of this empirical investigation is to examine the complex interplay between learners' motivation, engagement, and complex problem-solving outcomes during game-based learning. A theoretical model is offered that explicates the dynamic interrelationships among learners' problem representation, motivation (i.e., interest, competence, autonomy, relatedness, self-determination, and self-efficacy), and engagement. Findings of this study suggest that learners' motivation determine their engagement during gameplay, which in turn determines their development of complex problem-solving competencies. Findings also suggest that learner’s motivation, engagement, and problem-solving performance are greatly impacted by the nature and the design of game tasks. The implications of this study are discussed in detail for designing effective game-based learning environments to facilitate learner engagement and complex problem-solving competencies.</abstract><cop>Palmerston North</cop><pub>International Forum of Educational Technology & Society</pub><tpages>12</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1176-3647 |
| ispartof | Educational technology & society, 2014-01, Vol.17 (1), p.42-53 |
| issn | 1176-3647 1436-4522 1436-4522 |
| language | eng |
| recordid | cdi_proquest_journals_1502989196 |
| source | DOAJ Directory of Open Access Journals; JSTOR Archive Collection A-Z Listing; EZB-FREE-00999 freely available EZB journals; EBSCOhost Education Source |
| subjects | Analysis Autonomy Competence Computer & video games Computer Games Cooperative Learning Correlation Distance learning Educational aspects Educational environment Educational Games Game theory Grade 9 High School Students Instructional Effectiveness Learner Engagement Learning Learning motivation Motivation Motivation in education Motivation research Multiplayer online games Outcomes of education Personal Autonomy Predictor Variables Problem Solving Self Determination Self Efficacy Special Issue Articles Student Interests Student Motivation Teaching Methods United States (Midwest) |
| title | An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-based Learning |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-20T05%3A14%3A24IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=An%20Investigation%20of%20the%20Interrelationships%20between%20Motivation,%20Engagement,%20and%20Complex%20Problem%20Solving%20in%20Game-based%20Learning&rft.jtitle=Educational%20technology%20&%20society&rft.au=Eseryel,%20Deniz&rft.date=2014-01-01&rft.volume=17&rft.issue=1&rft.spage=42&rft.epage=53&rft.pages=42-53&rft.issn=1176-3647&rft.eissn=1436-4522&rft_id=info:doi/&rft_dat=%3Cgale_proqu%3EA361942583%3C/gale_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1502989196&rft_id=info:pmid/&rft_galeid=A361942583&rft_ericid=EJ1018720&rft_jstor_id=jeductechsoci.17.1.42&rfr_iscdi=true |