Motivations for Play in the UFractions Mobile Game in Three Countries

Nygren, Eeva; Sutinen, Erkki; Blignaut, A. Seugnet; Laine, Teemu H.; Christo, J.

doi:10.4018/jmbl.2012040103

Cited by 13 publications

(8 citation statements)

References 20 publications

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“…A taxonomy for play motivations in the UFractions game was developed through a quantitative data analysis of the dataset collected through the questionnaires: altruism, challenge, curiosity, fantasy, relations and technology. The qualitative data analysis showed evidence of all six motivations and revealed an additional seventh play motivation for educational mobile games, namely cognitive restlessness [30].…”

Section: Motivation Evaluationmentioning

confidence: 99%

“…Cognitive restlessness is about the desire to gain knowledge, to process information and to acquire knowledge using different methods. Games embody the process of cognitive disequilibrium, a concept defined by Piaget while he examined children and their learning [30]. People experience cognitive disequilibrium when there is a discrepancy between something new and what they already know or believe.…”

Section: Motivation Evaluationmentioning

confidence: 99%

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Dynamics between Disturbances and Motivations in Educational Mobile Games

Nygren

Laine

Sutinen

2018

Int. J. Interact. Mob. Technol.

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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.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.

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Section: Motivation Evaluationmentioning

confidence: 99%

Section: Motivation Evaluationmentioning

confidence: 99%

Dynamics between Disturbances and Motivations in Educational Mobile Games

Nygren

Laine

Sutinen

2018

Int. J. Interact. Mob. Technol.

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“…Afterwards, the researchers interviewed three to five volunteer partici� pants from each evaluation group, as well as their teacher. The researchers analysed the gameplay experiences of all three testing contexts (Laine & Nygren, 2014;Laine, et al, 2011) and developed a taxonomy of play motivations for the UFractions mobile game which included altruism, challenge, cognitive restlessness, curiosity, fantasy, relations, and technology (Nygren, Sutinen, Blignaut, Laine, & Els, 2012). Addition� ally, the researchers analysed the connections between motivators and disturbance factors.…”

Section: Stagementioning

confidence: 99%

Quantitizing Affective Data as Project Evaluation on the Use of a Mathematics Mobile Game and Intelligent Tutoring System

Nygren¹,

Blignaut²,

Leendertz³

et al. 2019

Informatics in Education

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Technology�enhanced learning generally focuses on the cognitive rather than the af� echnology�enhanced learning generally focuses on the cognitive rather than the af� fective domain of learning. This multi�method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of af� fective learning levels of Krathwohl et al. (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game UFractions and an intelligent tutoring system Ac-tiveMath to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi�mode research design and methodol� ogy where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an Excel™ spreadsheet for statistical analyses. All the data was explored from the affective per� spective by labelling the feelings participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are in� tertwined with cognitive levels of learning while learning mathematics in a technology�enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning.

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“…According to the PISA report in 2016 [1], the results of mathematics performance in Finland were among the highest in 2003 and 2006, but they have decreased since. This trend, and the challenges in math education in general, could be mitigated by the use of games, as they have shown to possess a potential for learning math [2], [3]. Moreover, the combination of music and math can facilitate learning of the latter [4], [5], [6].…”

Section: Introductionmentioning

confidence: 99%

“…Another aspect of this study is using games in math class. Well-designed video games play a major role in mathematics [2], and learning math with games may increase students' learning and motivation [3]. Finally, Devlin proposes that educational math games should link to music, thinking of the game as an instrument to "play" mathematics [13].…”

Section: Introductionmentioning

confidence: 99%

Designing a Game for Learning Math by Composing: A Finnish Primary School Case

Laato

Laine

Seo

et al. 2017

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)

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Music is filled with mathematical relations. When creating music, the composer must keep in mind the rhythm, the notes, and how well they ring with each other. Our aim was to design an application that teaches these relationships and allows users to compose their own songs using numbers. Our work follows the design science research method, and we have co-designed the application together with elementary school students and teachers in Finland. This paper demonstrates the design process and provides an analysis on our design based on data collected from the participants in two separate sessions.

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Motivations for Play in the UFractions Mobile Game in Three Countries

Cited by 13 publications

References 20 publications

Dynamics between Disturbances and Motivations in Educational Mobile Games

Dynamics between Disturbances and Motivations in Educational Mobile Games

Quantitizing Affective Data as Project Evaluation on the Use of a Mathematics Mobile Game and Intelligent Tutoring System

Designing a Game for Learning Math by Composing: A Finnish Primary School Case

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