An Integrated View of Information Feedback, Game Quality, and Autonomous Motivation for Evaluating Game-Based Learning Effectiveness

Abstract

Critical factors that influence the value of digital game-based learning (DGBL) for enhancing learning effectiveness remain debatable. Based on the self-determination theory (SDT), people can be autonomously motivated to adopt DGBL to enhance learning effectiveness if their basic psychological needs are satisfied. Additionally, studies that simultaneously examine the effects of two critical factors of information feedback and game quality on students’ autonomous motivation and learning effectiveness in DGBL contexts are missing in the literature. This study integrates information feedback, game quality, and SDT to develop a research model for comprehending the effectiveness of DGBL systems. Data collected from 383 respondents was analyzed to validate our research model. The results showed that information feedback, game quality, and autonomous motivation significantly influenced students’ learning effectiveness and their continuance intention to use DGBL systems. Additionally, autonomous motivation indirectly influenced continuance intention via learning effectiveness. Implications for theory and for practice are discussed accordingly.

Game-based self-regulated language learning: Theoretical analysis and bibliometrics

“…Game-based learning is generally defined as learning through game playing [ 27 , 28 ]. In the context of language learning, it refers to an educational approach in which language learning instructions and activities are situated into and reinforced by rich game mechanics [ 14 , 28 ].…”

“…Game-based learning is generally defined as learning through game playing [ 27 , 28 ]. In the context of language learning, it refers to an educational approach in which language learning instructions and activities are situated into and reinforced by rich game mechanics [ 14 , 28 ]. This study identifies five game mechanics that were frequently applied in GBLL, specifically, (a) Goals/Rules, that is the lucid explanations of the goals and ways of learning/playing [ 27 , 28 ]; (b) Mystery/Fantasy, that is the interesting storyline and engaging scenarios of learning/playing [ 29 ]; (c) Interactivity/Feedback, that is the communications with other learners/players or computerised non-player characters (i.e., NPCs) in learning/playing [ 30 ]; (d) Competitions/Contests, that is the learning/playing activities in which learners/players try to perform better than their peers [ 31 ]; and (e) Rewards/Points, that is learners’/player’s winning of rewards or points because of their completion of or good performance in learning/playing activities [ 32 ].…”

“…To enhance the efficiency of GBLL, researchers suggested increasing learner autonomy. As identified in [ 28 , 34 ], learners/players who were afforded full autonomy in GBLL tended to immerse into the learning/playing activities with high concentration and great excitement, resulting in high learning efficiency. Additionally, [ 40 ] reported that language learners with higher autonomy were more likely to participate in various GBLL-related activities, such as the translation of in-game texts and the communications about the game in online forums, which would further enhance the positive effects of GBLL on language learning.…”

“…Practically speaking, GBSRLL is feasible because game mechanics can support various phases and strategies of self-regulated learning, as shown in Table 1 . In the forethought phase, Goals/Rules and Mystery/Fantasy can facilitate language learners to set goals and plan their studies [ 27 , 28 ]. In the performance phase, learners are provided with opportunities to receive instructional content and rehearse their language skills and knowledge through game playing [ 5 ].…”

Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

“…The effects of GBL have been extensively experimented in higher education and reported to be overall positive on prompting learner motivation, raising the sense of control over learning and enhancing learning performance and perceptions (e.g., Chen & Wang, 2018;Troussas et al, 2020;Yukselturk et al, 2018). Moreover, by providing a playful learning environment, educational games may lead students to enjoy learning, feel comfortable with multiples challenges during the process and overcome these challenges with concentration, confidence and patience (Romero et al, 2017), which are essential for higher education in developing lifelong learners (Liu et al, 2020;Sharples, 2000).…”