Learning and Motivation When Using Multiple-Try in a Digital Game for Primary Students in Chile

Abstract

The number of attempts to provide students is a key instructional characteristic in computer-based learning (CBL). However, it has not been covered extensively, and there is a need to delve deeper into the factors affecting multiple-try performance and allowing its successful use, including the learner’s involved emotional processes. This study examines the effects of multiple-try on a drill-and-practice mathematical game devoted to primary school students. A total of 73 students from four courses from two schools participated in the experiment. They were randomly assigned to a 3-attempt multiple-try (MTF) and a single-try knowledge of correct response (KCR) conditions. The study covered impacts on learning performance, together with motivation, effort, pressure, and the value of students regarding the learning activity based on the self-determination theory (SDT) perspective and its cognitive evaluation sub-theory (CET). The study’s main findings were that (a) the MTF condition outperformed KCR in terms of students’ learning gains; (b) MTF presented higher levels of perceived competence and autonomy, which, according to SDT, fosters motivation and learning; (c) a cost was yielded in students’ perceived pressure under MTF; and (d) perceived effort and value was similarly high for both conditions despite learning differences. This study complements the existing literature on multiple-try, providing insights into what conditions are beneficial for multiple-try use.

A Math Digital Game and Multiple-Try Use in Primary Students: A Gender Analysis on Motivation and Performance

“…Furthermore, the present results show no learning differences among the two instructional conditions involved in this experiment, namely STF and MTF. Such contradicts past research supporting the idea of MTF outperforming STF in high-order or complex learning outcomes that are not just verbatim tasks [39,50,63,74].…”

“…In our previous study utilizing MatematicaST [74], the focus was on contrasting multiple-try feedback and a single-try condition with KCR among primary school students. The results revealed that MTF provided higher learning while exhibiting higher levels of perceived competence and autonomy than single try with KCR.…”

“…The measurement of motivation following the Self-Determination Theory and its Cognitive Evaluation Theory was operationalized using the Intrinsic Motivation Inventory (IMI) [75]. IMI assesses various constructs related to intrinsic motivation during specific activities and has been employed in numerous studies focusing on intrinsic motivation [13,70,72,74]. This research incorporated six key motivation constructs related to students' self-perceptions of interest, competence, pressure, effort, choice (autonomy), and value.…”

A Digital Math Game and Multiple-Try Use with Primary Students: A Sex Analysis on Motivation and Learning

“…“MatematicaST” is a web platform with mathematical games, developed by our research group starting in 2017 as part of a Research & Development project. It has been piloted in elementary school courses in Chile, ranging from the 3rd to the 6th grade (from 8 to 11 years old), across various schools to practice mathematical topics [ 68 ]. For the current intervention, three math mini-games were offered: number identification, number ordering, and money counting (see Figure 1 ), aligned with the national curriculum for the 3rd and 4th grades in Chile.…”

“…In our previous study utilizing MatematicaST [ 68 ], the focus was on contrasting multiple-try feedback and the single-try condition with KCR among primary-school students. The results revealed that MTF provided higher learning and higher levels of perceived competence and autonomy than the single-try condition with KCR.…”