汇报人：罗晓 学号： 130595 专业：教育技术学

1. Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness 汇报人：罗晓 学号： 130595 专业：教育技术学

2. Contents Introduction Experiment1 Experiment2 Conclusion

3. Experiment1 Introduction Experiment2 Conclusion 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. Shaanxi Normal University

4. Experiment1 Introduction Experiment2 Conclusion About the pre-research 1 What is Digital game-based learning(DGBL) 2 Motivational benefits of DGBL 3 DGBL compared with conventional media 4 Instructions for the learning effectiveness of DGBL Shaanxi Normal University

5. Experiment1 Introduction Experiment2 Conclusion What is Digital game-based learning(DGBL) 1 Competitive activity in which students are set educational goals Intended to promote knowledge acquisition Features of DGBL • 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 Shaanxi Normal University

6. Experiment1 Introduction Experiment2 Conclusion Motivational benefits of DGBL 2 motivation corresponds to the set of physiological processes that influence the direction, vigor and persistence of behaviors. • goal orientation, intrinsic-extrinsic motivation, interest, and self-efficacy • mastery goals and performance goals • a positive relationship between the level of intrinsic motivation and learning scores • flow theory: immediate subjective experience Shaanxi Normal University

7. Experiment1 Introduction Experiment2 Conclusion DGBL compared with conventional media 3 digital learning games is an effective learning medium? Support Suspect VS • more beneficial than traditional classroom learning • had a positive effect on learning quality • had only a weak motivational benefit • many overviews have also expressed reservations about the use of DGBL Shaanxi Normal University

8. Experiment1 Introduction Experiment2 Conclusion Instructions for the learning effectiveness of DGBL 4 A value-added approach to DGBL which consists in testing the effects on learning quality of adding features to an educational game • 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 Shaanxi Normal University

9. Introduction Experiment1 Experiment2 Conclusion The aim 1 To assess the effects of instructions on learning quality and motivation in DGBL. 2 Two contrasting assumptions • an 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 Shaanxi Normal University

10. Introduction Experiment1 Experiment2 Conclusion 3 Methods Participants • learning instruction group (nine men and 15 women) • entertainment instruction group (nine men and 15 women) • aged 18–26 years Material • interacted with the ASTRA multimedia learning environment • for 25–30 min • independent variable: Instruction Shaanxi Normal University

11. Introduction Experiment1 Experiment2 Conclusion 3 Methods Procedure • 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 Shaanxi Normal University

12. Introduction Experiment1 Experiment2 Experiment2 Conclusion 4 Results • 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 significantlydifference between the two groups • Intrinsic motivation:no significantlydifference between the two groups Shaanxi Normal University

13. Introduction Experiment1 Experiment2 Experiment2 Conclusion 5 Discussion • 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. Shaanxi Normal University

14. Introduction Experiment1 Experiment2 Experiment2 Conclusion The aim 1 to determine whether the presence of KCR feedback in DGBL quizzes can influence the types of learning strategies induced by the instructions 2 Two contrasting assumptions • if the combination of KCR feedback and an instruction to play • learning 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. Shaanxi Normal University

15. Introduction Experiment1 Experiment2 Experiment2 Conclusion 3 Methods Participants • 16 men and 28 women • aged 18–26 years • who hadn’t taken part in Experiment Material • The same as in Experiment 1 • the addition of KCR feedback for each of the questions • KCR feedback: knowledge of correct response Procedure The same as in Experiment 1 Shaanxi Normal University

16. Introduction Experiment1 Experiment2 Experiment2 Conclusion 4 Results • Pre-test: no significant difference between the two experimental groups • Recall quiz scores: no significant difference between the two groups • Knowledge questionnaire scoresIn 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 fearof failure than the entertainment instruction did. • Intrinsic motivation:no significantlydifference between the two groups Shaanxi Normal University

17. Introduction Experiment1 Experiment2 Experiment2 Conclusion 5 Discussion • KCR feedback, coupled with an entertainment instruction, can promote deep cognitive processing during learning, all the while enhancing learners motivational investment. Shaanxi Normal University

18. Introduction Experiment1 Experiment2 Conclusion What can be concluded • There is better comprehension performances • with the learning instruction condition in Experiment 1; • with combination of entertainment instruction and KCR feedback in Experiment 2; Shaanxi Normal University

19. Introduction Experiment1 Experiment2 Conclusion What to do next • Future studies are needed to test if the nature of theinstructionsthis 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) Shaanxi Normal University

20. Introduction Experiment1 Experiment2 Conclusion About the limitations the ASTRA game environment lacks of interactivity with the material the quizzes lack feedback correcting their comprehension errors themethodology :only offline data , online data should be collected Shaanxi Normal University

21. Educational Games Thank you! Shaanxi Normal University