Motivational engagement and video gaming: a mixed methods study

Abstract

A mixed methods design was used to identify factors associated with motivational engagement in video gaming. Self-report instruments were administered to 189 video game players to assess goal orientations, affect, need for cognition, and perceptions of engagement and flow. Simultaneously, a sub-set of 25 participants were interviewed and results analyzed to identify patterns that influenced their propensity for gaming. Regression results revealed motivational engagement for gaming was related to gender, hours of play, task orientation, and socialization. Players indicated that gaming was socially captivating, fun, challenging but relaxing, and precipitated positive affect and cognition even when unsuccessful results were achieved. The negative consequences normally associated with task failure were not reported by participants to take place during gaming. We concluded transfer of motivational engagement in gaming for entertainment to educational contexts was unlikely to occur.

Benchmarking Learner Education Using Online Business Simulation

“…Hoffman and Nadelson (2010) examined motivation to participate in simulation as rooted in gender, task orientation, time consumption, and socialization. On the other hand, Kilburn and Kilburn (2012) postulated that high levels of participation and interest, rather than teacher mentoring were more crucial for team success.…”

Requirements for educational games in MOOCs

“…Game-players frequently report [9] entering a state of flow [10], which imp lies optimal conditions for learning, but a traditional questionnaire can break the flow of learning. Implicit (or stealth) evaluation during game-play does not have such disruptive effects on the game's immersion, and is therefore highly valuable to preserve student motivation.…”

Training Through Serious Games: The Relationship Between Travel Agent Engagement, Knowledge of Cruise Products and Cruise Sales

“…Engaged learners are likely to demonstrate positive attributes such as enthusiasm, optimism, curiosity, and interest (Rozendaal et al, 2010). Maximizing the players' engagement, requires for equilibrium to exist between the players' interest and the level of challenge exhibited by playing the game (Hoffman & Nadelson, 2010). For example, if the game is too easy for the learner, engagement decreases.…”

“…For example, if the game is too easy for the learner, engagement decreases. On the other hand, if the game offers the optimal level of challenge, then engagement is increased (Hoffman & Nadelson, 2010). …”

“…Engagement is a "predictive of academic proficiency, motivation, and task persistence, with the balance between learner interest and task demands determining the strength of that engagement" (Hoffman & Nadelson, 2010). Engagement in this study is measured by the total number of minutes playing the game.…”