Game Based Learning: a Way to Stimulate Intrinsic Motivation
2014 (English)In: Proceedings of the 9th International Conference on e-Learning ICEL-2014 / [ed] Teresita Arenas Yanez, Oscar Saavedra Rodriguez, Paul Griffiths, Reading: Academic Conferences Publishing, 2014, 272-279 p.Conference paper (Refereed)
Using games in educational contexts is an old concept that got a renaissance in the 1980s when Thomas Malone did an analysis of computer games and why they are fun and motivating. Later Malone discussed his findings with similar results extracted from studies by Mark Lepper in a merger that resulted in the Taxonomy of intrinsic motivation. How well designed digital games can support intrinsic motivation has often been discussed in research during the last decades, but less has been written on course design that stimulates learning for learning’s sake. In today’s blended learning with an increased part of distance education there are several reasons to build courses on mechanisms that strive for more than just having students to answer multiple choice questions. The aim of this study is to explore how the various parts in the Taxonomy of intrinsic motivation might be used in course development to design blended learning and online courses that motivate students without the traditional carrots and sticks. This case study is based on a course in Games Based Learning (GBL) where students build their own learning games based on presented and discussed GBL theories. Data has been gathered from group discussions with students at examination seminars, evaluation questionnaires, and online discussion fora in the virtual course platform. Findings show that the basic components from the Taxonomy of intrinsic motivation have a potential to stimulate students both on the level of internal motivation and on the level of interpersonal motivation. Ideas and theories for learner motivation might also be presented to the students to stimulate the design of the game prototypes. However, if a course built on the concept of intrinsic motivation is given simultaneously as a course with sticks and carrots as prime motivational ingredients, the extrinsic motivation design in the latter course will override the intrinsic motivation.
Place, publisher, year, edition, pages
Reading: Academic Conferences Publishing, 2014. 272-279 p.
Intrinsic motivation, Games based learning, GBL, Course design, Digital games
Research subject Computer and Systems Sciences
IdentifiersURN: urn:nbn:se:su:diva-108633ISBN: 978-1-909507-84-5OAI: oai:DiVA.org:su-108633DiVA: diva2:759826
International Conference on e-Learning ICEL 2014,Valparaiso, Chile