Motivation and performance in a game-based intelligent tutoring system.

Abstract

One strength of educational games stems from their potential to increase students' motivation and engagement during educational tasks. However, game features may also detract from principle learning goals and interfere with students' ability to master the target material. To assess the potential impact of game-based learning environments, in this study we examined motivation and learning for 84 high-school students across eight 1-hr sessions comparing 2 versions of a reading strategy tutoring system, an intelligent tutoring system (iSTART) and its game-based version (iSTART-ME). The results demonstrate equivalent target task performance (i.e., learning) across environments at pretest, posttest, and retention, but significantly higher levels of enjoyment and motivation for the game-based system. Analyses of performance across sessions reveal an initial decrease in performance followed by improvement within the game-based training condition. These results suggest possible constraints and benefits of game-based training, including time-scale effects. The findings from this study offer a potential explanation for some of the mixed findings within the literature and support the integration of game-based features within intelligent tutoring environments that require long-term interactions for students to develop skill mastery.

Math Learning Environment with Game-Like Elements: An Incremental Approach for Enhancing Student Engagement and Learning Effectiveness

“…But despite this intuitive appeal of educational games, there is not enough empirical evidence on effectiveness of educational games [2,3]. There is a relative scarcity of evidence directly comparing the educational effectiveness of educational games vs. computer tutors; however, comparisons have found an advantage for traditional tutoring approaches over educational games [4,5]. However, tutors, have had difficulties in maintaining students' interest for long periods of time, which limit their use to generate long-term learning [5].…”

Spendency: Students’ Propensity to Use System Currency

“…Gamification is the process of adding game-based features or elements (e.g., incentives, editable avatars, and navigational choices) into a non-game based context for the purpose of increasing students' engagement in a task (Deterding et al 2011). Previous work has revealed that when interactive features are assimilated into learning environments (i.e., gamification), students have shown increased engagement and motivation in tasks (Cordova and Lepper 1996;Baker et al 2004;Facer et al 2004;Jackson and McNamara 2011;Rowe et al 2010;Sabourin et al 2011;Rowe et al 2010;Snow et al 2013a;Rai and Beck 2012;Roscoe et al 2013a, b). For instance, work by Rai and Beck found that when game-based features (e. g., personalizable monkey agent) were implemented into a complex learning environment, students reported increased enjoyment.…”

Predicting Comprehension from Students’ Summaries

“…iSTART [2], the first automated system that scaffolds self-explanations, has demonstrated that SERT is a successful complementary strategy for learning, particularly for high school stu-dents. Psychological and pedagogical research has demonstrated that individuals better understand challenging text if they attempt to explain to themselves what they have read [3], and students do so more effectively if they have been provided training and practice in using comprehension strategies [4,5]. In addition, by using selfexplanation, readers tend to more effectively structure the content and step away from rote learning (which usually results in more rapid memory loss) and towards more organic learning.…”