It's better to enjoy learning than playing: Motivational effects of an educational live action role-playing game

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F19%3A10420083" target="_blank" >RIV/00216208:11320/19:10420083 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/68081740:_____/19:00509457 RIV/00216208:11210/19:10420083

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=BYBoMzFBwc" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=BYBoMzFBwc</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14786/flr.v7i3.459" target="_blank" >10.14786/flr.v7i3.459</a>

Jazyk výsledku

angličtina

Název v původním jazyce

It's better to enjoy learning than playing: Motivational effects of an educational live action role-playing game

Popis výsledku v původním jazyce

Game-based learning is supposed to motivate learners. However, to what degree does motivation driven by interest in playing an instructional game affect learning outcomes compared to motivation driven by interest in the very learning process? This is not known. In this study with a unique design and intervention, young adults (N = 128; a heterogeneous sample) learned how to control an electro-mechanical device in a 40-minute-long learning session integrated into a 2-hour-long educational live action role-playing game (edu-LARP). Edu-LARPs are supposedly engaging games where players take part in team role-playing by physically enacting characters in a fictional universe. In our edu-LARP, players had to understand how the to-be-learned device worked in order to win the game. Departing from typical game-based learning research, learning-and playing-related variables were assessed for each learner separately (i.e., a within-subject design). Affective-motivational factors related to playing (rather than learning) predicted learning outcomes in a positive, but considerably weaker, way compared to learning-related, affective-motivational factors. Developed interest in LARP-like games was primarily related to enjoying the game rather than better learning outcomes; whereas, developed interest in the instructional domain was primarily related to enjoyment of learning and better learning outcomes. Overall, autonomous motivation to play was connected to higher learning outcomes, but this connection was weak.

Název v anglickém jazyce

It's better to enjoy learning than playing: Motivational effects of an educational live action role-playing game

Popis výsledku anglicky

Game-based learning is supposed to motivate learners. However, to what degree does motivation driven by interest in playing an instructional game affect learning outcomes compared to motivation driven by interest in the very learning process? This is not known. In this study with a unique design and intervention, young adults (N = 128; a heterogeneous sample) learned how to control an electro-mechanical device in a 40-minute-long learning session integrated into a 2-hour-long educational live action role-playing game (edu-LARP). Edu-LARPs are supposedly engaging games where players take part in team role-playing by physically enacting characters in a fictional universe. In our edu-LARP, players had to understand how the to-be-learned device worked in order to win the game. Departing from typical game-based learning research, learning-and playing-related variables were assessed for each learner separately (i.e., a within-subject design). Affective-motivational factors related to playing (rather than learning) predicted learning outcomes in a positive, but considerably weaker, way compared to learning-related, affective-motivational factors. Developed interest in LARP-like games was primarily related to enjoying the game rather than better learning outcomes; whereas, developed interest in the instructional domain was primarily related to enjoyment of learning and better learning outcomes. Overall, autonomous motivation to play was connected to higher learning outcomes, but this connection was weak.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA15-14715S" target="_blank" >GA15-14715S: Efektivní osvojování si mentálních modelů a stav vysokého zaujetí studenta - hledání souvislostí</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Frontline Learning Research [online]

ISSN

2295-3159

e-ISSN

—

Svazek periodika

7

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

BE - Belgické království

Počet stran výsledku

27

Strana od-do

64-90

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85081547385