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

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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

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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

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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

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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!