A Conceptual Framework of Cognitive Game Theory to Motivate Student Learning
This paper considers the application of game theory to motivate student learning. The advantage of game theory is that ultimate-payoffs are made explicit and constitute the basis for student motivation of an extrinsic and intrinsic nature. This paper reviews game theory and offers an experimental de...
Gespeichert in:
| Veröffentlicht in: | Journal of higher education theory and practice 2016-08, Vol.16 (4), p.43 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 4 |
| container_start_page | 43 |
| container_title | Journal of higher education theory and practice |
| container_volume | 16 |
| creator | Elbeck, Matt DeLong, Debbie Zank, Gail |
| description | This paper considers the application of game theory to motivate student learning. The advantage of game theory is that ultimate-payoffs are made explicit and constitute the basis for student motivation of an extrinsic and intrinsic nature. This paper reviews game theory and offers an experimental design to assess the direction, intensity and persistence of student learning in Principles of Marketing courses. Preliminary findings from a pilot study between Principles of Marketing control and experimental sections is that (a) interventions to encourage students to switch to the marketing major should take place in the freshman and sophomore years and (b) interventions addressing marketing career paths and income levels help improve the image of the marketing profession. |
| format | Article |
| fullrecord | <record><control><sourceid>proquest</sourceid><recordid>TN_cdi_proquest_journals_1860981954</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>4306758471</sourcerecordid><originalsourceid>FETCH-proquest_journals_18609819543</originalsourceid><addsrcrecordid>eNqNyrEOgjAUBdAOmkiUf3iJMwkFSmA0RHTASXbS6ANB7MPSavx7O_gB3uUm594F8yIusiAWuVgxf56H0CUNeZRwj1U7KEhdcDJWjlBq-cA36TtQ67xTvelfCAenUN-Q9AcMwYmcSoNwNvaKykCFUqtedRu2bOU4o__rNduW-7o4BpOmp8XZNANZrdzU8CwN84znIon_e30BEBs9KA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1860981954</pqid></control><display><type>article</type><title>A Conceptual Framework of Cognitive Game Theory to Motivate Student Learning</title><source>Education Source</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><creator>Elbeck, Matt ; DeLong, Debbie ; Zank, Gail</creator><creatorcontrib>Elbeck, Matt ; DeLong, Debbie ; Zank, Gail</creatorcontrib><description>This paper considers the application of game theory to motivate student learning. The advantage of game theory is that ultimate-payoffs are made explicit and constitute the basis for student motivation of an extrinsic and intrinsic nature. This paper reviews game theory and offers an experimental design to assess the direction, intensity and persistence of student learning in Principles of Marketing courses. Preliminary findings from a pilot study between Principles of Marketing control and experimental sections is that (a) interventions to encourage students to switch to the marketing major should take place in the freshman and sophomore years and (b) interventions addressing marketing career paths and income levels help improve the image of the marketing profession.</description><identifier>ISSN: 2158-3595</identifier><language>eng</language><publisher>West Palm Beach: North American Business Press</publisher><subject>Behavior Patterns ; Careers ; Cognition & reasoning ; Competition ; Control Groups ; Game theory ; Learner Engagement ; Learning ; Learning Strategies ; Lifelong Learning ; Marketing ; Motivation ; Student Behavior ; Student Motivation ; Students ; Studies</subject><ispartof>Journal of higher education theory and practice, 2016-08, Vol.16 (4), p.43</ispartof><rights>Copyright North American Business Press Aug 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780</link.rule.ids></links><search><creatorcontrib>Elbeck, Matt</creatorcontrib><creatorcontrib>DeLong, Debbie</creatorcontrib><creatorcontrib>Zank, Gail</creatorcontrib><title>A Conceptual Framework of Cognitive Game Theory to Motivate Student Learning</title><title>Journal of higher education theory and practice</title><description>This paper considers the application of game theory to motivate student learning. The advantage of game theory is that ultimate-payoffs are made explicit and constitute the basis for student motivation of an extrinsic and intrinsic nature. This paper reviews game theory and offers an experimental design to assess the direction, intensity and persistence of student learning in Principles of Marketing courses. Preliminary findings from a pilot study between Principles of Marketing control and experimental sections is that (a) interventions to encourage students to switch to the marketing major should take place in the freshman and sophomore years and (b) interventions addressing marketing career paths and income levels help improve the image of the marketing profession.</description><subject>Behavior Patterns</subject><subject>Careers</subject><subject>Cognition & reasoning</subject><subject>Competition</subject><subject>Control Groups</subject><subject>Game theory</subject><subject>Learner Engagement</subject><subject>Learning</subject><subject>Learning Strategies</subject><subject>Lifelong Learning</subject><subject>Marketing</subject><subject>Motivation</subject><subject>Student Behavior</subject><subject>Student Motivation</subject><subject>Students</subject><subject>Studies</subject><issn>2158-3595</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNqNyrEOgjAUBdAOmkiUf3iJMwkFSmA0RHTASXbS6ANB7MPSavx7O_gB3uUm594F8yIusiAWuVgxf56H0CUNeZRwj1U7KEhdcDJWjlBq-cA36TtQ67xTvelfCAenUN-Q9AcMwYmcSoNwNvaKykCFUqtedRu2bOU4o__rNduW-7o4BpOmp8XZNANZrdzU8CwN84znIon_e30BEBs9KA</recordid><startdate>20160801</startdate><enddate>20160801</enddate><creator>Elbeck, Matt</creator><creator>DeLong, Debbie</creator><creator>Zank, Gail</creator><general>North American Business Press</general><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PHGZM</scope><scope>PHGZT</scope><scope>PKEHL</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20160801</creationdate><title>A Conceptual Framework of Cognitive Game Theory to Motivate Student Learning</title><author>Elbeck, Matt ; DeLong, Debbie ; Zank, Gail</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-proquest_journals_18609819543</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Behavior Patterns</topic><topic>Careers</topic><topic>Cognition & reasoning</topic><topic>Competition</topic><topic>Control Groups</topic><topic>Game theory</topic><topic>Learner Engagement</topic><topic>Learning</topic><topic>Learning Strategies</topic><topic>Lifelong Learning</topic><topic>Marketing</topic><topic>Motivation</topic><topic>Student Behavior</topic><topic>Student Motivation</topic><topic>Students</topic><topic>Studies</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Elbeck, Matt</creatorcontrib><creatorcontrib>DeLong, Debbie</creatorcontrib><creatorcontrib>Zank, Gail</creatorcontrib><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>ProQuest Central (New)</collection><collection>ProQuest One Academic (New)</collection><collection>ProQuest One Academic Middle East (New)</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>Journal of higher education theory and practice</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Elbeck, Matt</au><au>DeLong, Debbie</au><au>Zank, Gail</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A Conceptual Framework of Cognitive Game Theory to Motivate Student Learning</atitle><jtitle>Journal of higher education theory and practice</jtitle><date>2016-08-01</date><risdate>2016</risdate><volume>16</volume><issue>4</issue><spage>43</spage><pages>43-</pages><issn>2158-3595</issn><abstract>This paper considers the application of game theory to motivate student learning. The advantage of game theory is that ultimate-payoffs are made explicit and constitute the basis for student motivation of an extrinsic and intrinsic nature. This paper reviews game theory and offers an experimental design to assess the direction, intensity and persistence of student learning in Principles of Marketing courses. Preliminary findings from a pilot study between Principles of Marketing control and experimental sections is that (a) interventions to encourage students to switch to the marketing major should take place in the freshman and sophomore years and (b) interventions addressing marketing career paths and income levels help improve the image of the marketing profession.</abstract><cop>West Palm Beach</cop><pub>North American Business Press</pub></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 2158-3595 |
| ispartof | Journal of higher education theory and practice, 2016-08, Vol.16 (4), p.43 |
| issn | 2158-3595 |
| language | eng |
| recordid | cdi_proquest_journals_1860981954 |
| source | Education Source; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals |
| subjects | Behavior Patterns Careers Cognition & reasoning Competition Control Groups Game theory Learner Engagement Learning Learning Strategies Lifelong Learning Marketing Motivation Student Behavior Student Motivation Students Studies |
| title | A Conceptual Framework of Cognitive Game Theory to Motivate Student Learning |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-21T15%3A40%3A05IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20Conceptual%20Framework%20of%20Cognitive%20Game%20Theory%20to%20Motivate%20Student%20Learning&rft.jtitle=Journal%20of%20higher%20education%20theory%20and%20practice&rft.au=Elbeck,%20Matt&rft.date=2016-08-01&rft.volume=16&rft.issue=4&rft.spage=43&rft.pages=43-&rft.issn=2158-3595&rft_id=info:doi/&rft_dat=%3Cproquest%3E4306758471%3C/proquest%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1860981954&rft_id=info:pmid/&rfr_iscdi=true |