Skip to main content
SpringerLink
Log in

Game and Learning Mechanics Under the Perspective of Self-determination Theory for Supporting Motivation in Digital Game Based Learning

  • Conference paper
  • First Online:
Games and Learning Alliance (GALA 2015)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 9599))

Included in the following conference series:

Abstract

Using digital games in the classroom has been associated with higher levels of motivation among the students of different educational levels. However, the underlying psychological factors involved in the process have been rarely analyzed considering the self-determination theory (SDT) components and their relation to the optimal experience or flow [12]. In this paper, we aim to introduce a theoretical framework where the use of digital games in the classroom is analyzed through the game and learning mechanics of the LG-MG model [5] and the relation of the mechanics with the components of the SDT. The implications for the use of digital games in the classroom in order to promote the students’ motivation is discussed in the last section of the paper.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Amadieu, F., Tricot, A.: Apprendre avec le numérique. Retz (2014)

    Google Scholar 

  2. Anderson, E.F., McLoughlin, L., Liarokapis, F., Peters, C., Petridis, P., de Freitas, S.: Developing serious games for cultural heritage: a state-of-the-art review. Virtual Reality 14(4), 255–275 (2010)

    Article  Google Scholar 

  3. Anderson, L.W., Krathwohl, D.R., Bloom, B.S.: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon, Boston (2001)

    Google Scholar 

  4. Anyaegbu, R., Ting, W., Li, Y.: Serious game motivation in an EFL classroom in Chinese primary school. Turk. Online J. Educ. Technol. 11, 1 (2012)

    Google Scholar 

  5. Arnab, S., Lim, T., Carvalho, M.B., et al.: Mapping learning and game mechanics for serious games analysis. Br. J. Educ. Technol. 46, 391–411 (2014)

    Article  Google Scholar 

  6. Arnab, S., Lim, T., Carvalho, M.B., et al.: Mapping learning and game mechanics for serious games analysis. BJET 46(2), 391–411 (2015)

    Article  Google Scholar 

  7. Asparouhov, T., Muthén, B.: Exploratory structural equation modeling. Struct. Eqn. Model.: Multidiscip. J. 16(3), 397–438 (2009)

    Article  MathSciNet  Google Scholar 

  8. Bellotti, F., Berta, R., De Gloria, A., et al.: Designing a course for stimulating entrepreneurship in higher education through serious games. Procedia Comput. Sci. 15, 174–186 (2012)

    Article  Google Scholar 

  9. Bellotti, F., Berta, R., De Gloria, A., et al.: Serious games and the development of an entrepreneurial mindset in higher education engineering students. Entertainment Comput. 5(4), 357–366 (2014)

    Article  Google Scholar 

  10. Chang, S., Lin, S.S.J.: Team knowledge with motivation in a successful MMORPG game team: a case study. Comput. Educ. 73, 129–140 (2014)

    Article  Google Scholar 

  11. Csikszentmihalyi, M.: Play and intrinsic rewards. J. Humanist. Psychol. 15, 41–63 (1975)

    Article  Google Scholar 

  12. Csikszentmihalyi, M.: Flow, the Psychology of Optimal Experience, Steps Towards Enhancing the Quality of Life. Harper & Row Publishers Inc., New York (1991)

    Google Scholar 

  13. Dunwell, I.: Four-dimensional consideration of feedback in serious games. In: de Freitas, S., Maharg, P. (eds.) Digital Games and Learning, pp. 42–62. Continuum Publishing, New York (2011)

    Google Scholar 

  14. Filsecker, M., Hickey, D.T.: A multilevel analysis of the effects of external rewards on elementary students’ motivation, engagement and learning in an educational game. Comput. Educ. 75, 136–148 (2014)

    Article  Google Scholar 

  15. Gagné, M., Deci, E.L.: Self-determination theory and work motivation. J. Organ. Behav. 26(4), 331–362 (2005)

    Article  Google Scholar 

  16. Gee, J.P.: Why are video games good for learning. Unpublished Manuscript. 23 (2007)

    Google Scholar 

  17. Groff, J., Howells, C., Cranmer, S.: The Impact of Console Games in the Classroom: Evidence from Schools in Scotland. Futurelab, UK (2010)

    Google Scholar 

  18. Gros, B.: Digital games in education: the design of games-based learning environments. J. Res. Technol. Educ. 40(1), 23–38 (2007)

    Article  Google Scholar 

  19. Guay, F., Morin, A.J., Litalien, D., Valois, P., Vallerand, R.J.: Application of exploratory structural equation modeling to evaluate the academic motivation scale. J. Exp. Educ. 83(1), 51–82 (2015)

    Article  Google Scholar 

  20. Katz, I., Assor, A.: When choice motivates and when it does not. Educ. Psychol. Rev. 19(4), 429–442 (2007)

    Article  Google Scholar 

  21. Kiili, K., de Freitas, S., Arnab, S., Lainema, T.: The design principles for flow experience in educational games. Procedia CS 15, 78–91 (2012)

    Google Scholar 

  22. Koster, R.: A Theory of Fun for Game Design. O’Reilly, Sebastopol (2013)

    Google Scholar 

  23. Kowal, J., Fortier, M.S.: Motivational determinants of flow: contributions from self-determination theory. J. Soc. Psychol. 139, 3 (1999)

    Article  Google Scholar 

  24. Lee, E.: The relationship of motivation and flow experience to academic procrastination in university students. J. Genet. Psychol. 166(1), 5–15 (2005)

    Article  Google Scholar 

  25. Newman, S., Hatton-Yeo, A.: Intergenerational learning and the contributions of older people. Ageing Horiz. 8(10), 31–39 (2008)

    Google Scholar 

  26. Reeve, J.: Self-determination theory applied to educational settings (2002)

    Google Scholar 

  27. Ritzko, J.M., Robinson, S.: Using games to increase active learning. J. Col. Teach. Learn. (TLC) 3(6), 45–50 (2011)

    Google Scholar 

  28. Romero, M., Lambropoulos, N.: Internal and external regulation to support knowledge construction and convergence in computer supported collaborative learning (CSCL). EJREP 9(1), 309–330 (2011)

    Google Scholar 

  29. Romero, M., Loos, E.: Intergenerational game creation. Engaging elders and secondary level students in intergenerational learning about immigration through participative game design. In: EDEN, p. 167 (2015)

    Google Scholar 

  30. Romero, M., Usart, M., Ott, M.: Can serious games contribute to developing and sustaining 21st-century skills? Games Cult.: J. Interact. Media 10(2), 148–177 (2015)

    Article  Google Scholar 

  31. Romero, M., Usart, M., Ott, M., Earp, J., de Freitas, S., Arnab, S.: Learning through playing for or against each other? ECIS 5, 1–15 (2012)

    Google Scholar 

  32. Ryan, R.M., Deci, E.L.: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. AP 55(1), 68 (2000)

    Google Scholar 

  33. Ryan, R.M., Deci, E.L.: Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp. Educ. Psychol. 25(1), 54–67 (2000)

    Article  Google Scholar 

  34. Ryan, R.M., Deci, E.L.: Promoting self-determined school engagement. Handbook of Motivation at School, pp. 171–195 (2009)

    Google Scholar 

  35. Somuncuoglu, Y., Yildirim, A.: Relationship between achievement goal orientations and use of learning strategies. JER 92(5), 267–277 (1999)

    Google Scholar 

  36. Squire, K.: Changing the game: what happens when video games enter the classroom. Innov.: J. Online Educ. 1(6), 1–20 (2005)

    Google Scholar 

  37. Squire, K.: Video Games and Learning: Teaching and Participatory Culture in the Digital Age. Technology, Education–Connections (the TEC Series). ERIC (2011)

    Google Scholar 

  38. Taylor, G., Jungert, T., Mageau, G.A., et al.: A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation. Contemp. Educ. Psychol. 39(4), 342–358 (2014)

    Article  Google Scholar 

  39. Vallerand, R.J., Bissonnette, R.: Intrinsic, extrinsic, and amotivational styles as predictors of behavior. J. Pers. 60(3), 599–620 (1992)

    Article  Google Scholar 

  40. Westera, W.: Games are motivating, aren’t they? Disputing the arguments for digital game-based learning. Int. J. Serious Games 2, 2 (2015)

    Article  Google Scholar 

  41. Wouters, P., Van Nimwegen, C., Van Oostendorp, H., Van Der Spek, E.D.: A meta-analysis of the cognitive and motivational effects of serious games. J. Educ. Psychol. 105(2), 249 (2013)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Université Laval, Québec, Canada

    Jean-Nicolas Proulx & Margarida Romero

Authors
  1. Jean-Nicolas Proulx
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Margarida Romero
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jean-Nicolas Proulx .

Editor information

Editors and Affiliations

  1. Università di Genova, Genoa, Italy

    Alessandro De Gloria

  2. Information and Computer Science, University of Utrecht, Utrecht, The Netherlands

    Remco Veltkamp

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this paper

Cite this paper

Proulx, JN., Romero, M. (2016). Game and Learning Mechanics Under the Perspective of Self-determination Theory for Supporting Motivation in Digital Game Based Learning. In: De Gloria, A., Veltkamp, R. (eds) Games and Learning Alliance. GALA 2015. Lecture Notes in Computer Science(), vol 9599. Springer, Cham. https://doi.org/10.1007/978-3-319-40216-1_15

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-40216-1_15

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-40215-4

  • Online ISBN: 978-3-319-40216-1

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation