Motivating By Design

Abstract

This chapter describes how to design a motivating educational game for middle school students using digital-game based learning techniques in a problem-based learning environment. Specifically, The Alien Rescue Game (TARG), a problem-based digital-game based learning program, is compared to commercial digital games to determine how to design a motivating educational game. Results showed that students believed that their interest in learning science was influenced by their self-efficacy, attainment value, intrinsic value, utility value, cost perceptions, and knowledge. Furthermore, these same influences affected players’ perceptions of and experience with commercial digital games. Thus, these motivational constructs should be considered when developing educational games, with self-efficacy, intrinsic value, knowledge, and cost being the most important based. Intrinsic motivation sources were found to be control, challenge, immersion, and socializing. Considerations and implications for the design of motivating digital game-based learning programs, recommendations, and future research directions are presented.

Using a Ludic Simulation to Make Learning of Middle School Space Science Fun

“…Our qualitative data analysis supports previous quantitative findings on the positive relationship between use of the ludic simulation and student learning. The finding that students had fun while learning supports the literature emphasizing the value of play and playfulness (Barab, Thomas, Dodge, Carteaux, & Tuzun, 2005;Garris, Ahlers, & Driskell, 2002;Rieber, 1996;Squire, 2003;Toprac, 2011), and illustrates the possibility of creating playful and fun interactions for purposeful and intentional contexts such as school learning. That is, our findings support the idea that games can be contexts in which significant learning can occur, as suggested by Gee (2003).…”

“…Although the alien narratives are fictional, they are presented in a realistic way that promotes the fantasy of the simulation, thereby encouraging students to respond to the aliens with empathy and emotion (Toprac, 2011…”

Supported Employment: Evidence for an Evidence-Based Practice.

“…Two recent experimental studies compared enhancements of supported employment to supported employment without these enhancements. In Maine, McFarlane and colleagues studied an enhancement involving organized participation of the family and the formation of an employer's council (McFarlane, 2002); and in Texas, Toprac and colleagues studied a social network enhancement to supported employment (Toprac, unpublished). Using a quasi-experimental design, an Oregon project evaluated “IPS Plus,” an approach seeking to intensify consumer choice (Paulson, Post, Herinckx& Risser, 2002).…”

A Study on the Potential of Game Based Learning for Sustainability Education

“…Game-based learning consists of the full implementation of an SG towards predetermined learning outcomes (Plass et al, 2015, Despeisse, 2018. Game-based learning can support problem-based learning (PBL), as games can be tools to present complex challenges to players, working as problem solvers in small groups, while teachers act as facilitators (Toprac, 2011). Games can engage students in active learning by supporting discussions and concept exploration (Plump and LaRosa, 2017).…”

“…However, on the one hand, real-time feedback from digital games can facilitate teaching by creating occasions for the teachers to provide explanations (Plump and LaRosa, 2017). On the other hand, it can also lead to minor conversations compared to traditional PBL, possibly affecting students' motivation (Toprac, 2011). The case of analog games could be different, also depending on the game category and specific design: some SGs are specifically proposed to foster conversations (Scurati et al, 2020).…”