Dynamics between Disturbances and Motivations in Educational Mobile Games

Abstract

<p class="0abstractCxSpFirst"><span lang="EN-US">Understanding engagement in games provides great opportunities for developing motivating educational games. However, even good games may induce disturbances on the learner. Therefore, we go further than presenting only results and discussion related to the motivation aspects and disturbance factors of the playing experience in UFractions (Ubiquitous fractions) storytelling mobile game. Namely, we define the dynamics between these two important game features. Sample of the case study was 305 middle school pupils in South Africa, Finland, and Mozambique.</span></p><p class="0abstractCxSpLast"><span lang="EN-US">Guidelines for game developers, users and educators were derived from the interplay of disturbance factors and motivations. Furthermore, we defined six different learning zones deriving from disturbances the player is facing and the player’s motivation level.</span></p>

Designing Engaging Games for Education: A Systematic Literature Review on Game Motivators and Design Principles

“…Challenge Challenge [5], [10]- [12], [59], [61], Feedback [12], [55], [59], [61], Goal Orientation [55], Goals [11] Challenge is a motivator that emerges when the player is presented with a task that is suitable to the player's skill level. This motivator, one of the key components of the flow state [7], can be found in most games, including board games, digital games, and sports.…”

“…Achievement [55], [59], Advancement [9], [59], Challenge [5], [10]- [12], [59], [61], Competence [8], [59], Competition [5], [9], [55], Goals [11], Knowledge Improvement [61], Performance [60], Player Skills [12], Status [60] Competence is one of the basic psychological needs defined by the Self-Determination Theory [62]; it relates to acquiring new skills or abilities by conquering challenges and reaching goals [8]. In games, competence is often perceived through winning a competition, collecting achievements, advancing to higher levels, or developing the player's own (or their avatar's) skills or knowledge.…”

“…Cognitive Curiosity [5], [6], Cognitive Restlessness [10], Discovery [9], [59], Mystery [11], Navigation [59], Sensory Curiosity [6], Sensory Stimuli [11], Surprise [59] Curiosity can be ignited by various factors, such as the desire to navigate every nook and cranny of an area and discover more about the game world, the interest in figuring out how the artificial intelligence of the game works, or the sensations triggered by audio-visual or tactile interfaces. Consequently, curiosity can be divided into cognitive curiosity and sensory curiosity [6].…”

“…Appearance [59], Believability [60], Cognitive, Curiosity [5], [6], Discovery [9], [59], Fantasy [5], [10], [11], [59], Mystery [11], Narrative [55], Nostalgia [59], Role-Playing [9] Fantasy refers to the mental images of physical or social situations that are not present in the real world [5]. Methods for providing fantasy are numerous, varying from classic role-playing game experiences with rich narratives and diverging storylines to more visual experiences where the appearance of the game is used to fire the player's imagination.…”

Entrepreneurship Game Apps to Enhancement Student Skill Thinking Analytic in Class Online

“…According to [7], games have enormous potential in building motivation in the learning process. In contrast to conventional learning methods, to foster learning motivation as much as in-game motivation, competent teachers / instructors are needed in managing the learning process.…”