The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking

Chen, Chia-Chen; Tu, Hsing-Ying

doi:10.3389/fpsyg.2021.750711

Cited by 22 publications

(16 citation statements)

References 74 publications

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“…This study confirmed some implication from other studies, which has indicated that the game-based learning method has a positive effect on declarative knowledge delivery (Clark et al. , 2016; Chen and Huang, 2013) and learners' motivation enhancement (Chen Tu, 2021; Ozcelik et al ., 2013; de Freitas S 2006). In addition, the findings argued that the learners enjoy lower-skill level games instead of higher-skill level games mentioned in a previous study (Liu et al ., 2013).…”

Section: Discussionsupporting

confidence: 90%

“…According to the results of the pre-test and post-test, the research team sees the potential of using advergames to improve children's learning experience and outcomes by drawing them into the process, which is supported by prior similar research in using digital games for learning (Girard et al, 2013;Klopfer et al, 2012). This study confirmed some implication from other studies, which has indicated that the game-based learning method has a positive effect on declarative knowledge delivery (Clark et al, 2016;Chen and Huang, 2013) and learners' motivation enhancement (Chen Tu, 2021;Ozcelik et al, 2013;de Freitas S 2006). In addition, the findings argued that the learners enjoy lower-skill level games instead of higher-skill level games mentioned in a previous study (Liu et al, 2013).…”

Section: Discussionsupporting

confidence: 78%

“…Some other research gives a further explanation of this view from a psychological perspective. Digital game playing not only benefits psychological or physical health (Blumberg et al, 2013;Cole and Griffiths, 2007) but also seems to help with the formation of learning habits and behaviors (Cicchirillo and Lin, 2011) which is also implied in the social cognitive theory (Chen and Tu, 2021;Bandura, 1977Bandura, , 2001.…”

Section: Applying Digital Games For Health Promotion and Drug Preventionmentioning

confidence: 97%

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Advergames for children's health education and communication practices

Lee

Lau

2023

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PurposeAppropriate and deliberate use of drug prevention methods is the key to educating children about the dangers of addiction and the way of prevention. With the growing prevalence of digital games among youngsters, health education and communication among children can try adopting advergames on digital television instead of traditional media, which has also been supported by prior research. It is, therefore, this research attempts to apply digital games as a means of health promotion and carry drug prevention messages through digital gameplay. Based on behavioral models, this research investigated the communication design and effectiveness of advergames for children's health promotion.Design/methodology/approachTwo studies were conducted in this research. In Study 1, the research team investigated how public health message was assimilated into advergames, which affect the health behaviors of children, they are (1) Knowledge about Drug, (2) Attitude Toward Drug and (3) Perceived Severity toward Drug-abuse. In Study 2, this research investigated the effects of the advergames on children through a between-group experiment. A pre-test/post-test for the control group and experimental group with 180 primary school children in Hong Kong was conducted.FindingsThe finding showed the potential use of advergames in health communication among children. The result proved that the anti-drug advergame is a more successful intervention among the participating children in the experimental group than the control group. The result triggers further investigations in academic, professional and educational values for advergames design, health education and communication areas.Research limitations/implicationsBecause of the chosen small sampling locally in Hong Kong, the research results may lack generalizability for other countries or practices.Practical implicationsThe study evokes children's awareness of drug prevention, encourages their physical and emotional wellness, and finally advocates a healthy lifestyle for them, through the deployment of health game communication.Originality/valueDespite this research studied the use of advergames, instead of digital games in general, for health promotion and delivering drug prevention messages. The research design distinctively allowed the primary students to participate in the design of the advergames instead of being passive players and/or in the information delivery process. This approach is indeed a pioneer attempt in that limited practice has been found academically. The study expands academic and practical knowledge on health game communication.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 78%

Section: Applying Digital Games For Health Promotion and Drug Preventionmentioning

confidence: 97%

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Advergames for children's health education and communication practices

Lee

Lau

2023

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“…Motivation is the direct cause of student learning; motivation directly causes or sustains student learning behavior [18]. University students' learning motivations are affected by personal cognition.…”

Section: Learning Motivation Researchmentioning

confidence: 99%

Association between Self-Efficacy and Learning Conformity among Chinese University Students: Differences by Gender

Xiao

Song

2022

Sustainability

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Background: Although past research highlights the impact of self-efficacy on university students’ learning motivation, examining potential links with specific types of learning conformity is limited. The current study examined associations between Chinese university students’ perceived self-efficacy and learning conformity across different types of learning motivation.Methods: A total of 339 Chinese university students were surveyed using the General Self-Efficacy Scale and the Learning Conformity Scale. Multiple regression models were constructed to focus on the mechanisms of general self-efficacy on learning conformity. Results: (1) There are three types of learning conformity: learning abidance, learning obedience, and learning compliance. (2) General self-efficacy has a negative effect on learning obedience. In contrast, it positively affects learning abidance and learning compliance. (3) The general self-efficacy of girls is lower than that of boys. Still, girls are more likely to be motivated to learn compliance than boys. Conclusions: The study reveals that it is essential to stimulate students’ motivation to learn abidance to love learning from the inside out; to improve girls’ self-efficacy; to raise students’ awareness of self-respect and self-development; and to encourage self-approval in public institutions.

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“…Considerados educativos e divertidos, os jogos sérios são altamente agradáveis, atraentes e intrinsecamente motivadores 96,97 . Diferem de jogos de entretenimento em seu objetivo de educar e promover a mudança de comportamento 98 .…”

Section: Jogos Eletrônicosunclassified

Desempenho em tarefa de realidade virtual entre mulheres na pós-menopausa

Raimundo¹

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Ao meu esposo Rodrigo, meu porto seguro e alicerce, que está sempre ao meu lado me apoiando em todas as minhas escolhas, torcendo e sofrendo por todas as minhas conquistas.Aos nossos filhos Enrico e Nícolas, meus meninos, que me desafiam diariamente a me reinventar e ser uma pessoa melhor.Aos meus pais Alzimar e Iliana que me ensinaram a lutar pelos meus objetivos e ultrapassar todos os obstáculos sempre.À minha irmã Ana Carolina, meu cunhado Fábio e minha sobrinha Clara por estarem ao meu lado, sempre estimulando a seguir em frente.Aos meus sogros Edson e Vanda pelo apoio e incentivo em todos os momentos.Aos meus cunhados Ricardo e Simone e meu sobrinho e afilhado Felippo por serem parte da minha vida.À família que a vida me deu de presente George, Marcelle, Maria Eduarda e afilhada Manuela por estarem presentes em todos os momentos. v AGRADECIMENTO ESPECIAL À Profa. Dra. Isabel Cristina Esposito Sorpreso que me acompanha desde o mestrado, enxergou e acreditou no meu potencial. Agradeço por todo incentivo e apoio nesta jornada para que eu pudesse realizar meu sonho, sua dedicação e perseverança são inspiradoras.Agradeço por todo apoio acadêmico que permitiu a construção desse trabalho sua incansável vontade de dividir conhecimento e formar pessoas, contribuindo profissional e pessoalmente para meu desenvolvimento.vi AGRADECIMENTOS Ao Prof. Dr. José Maria Soares Junior, meu orientador, por compartilhar ensinamentos e conhecimentos, pelo apoio, incentivo e orientação durante o desenvolvimento deste trabalho e que levarei comigo para a vida. Ao Prof. Dr. Edmund Chada Baracat, pela oportunidade de desenvolver este trabalho nesta instituição consagrada.Aos funcionários da Ginecologia, Célia, Josenilda, Sônia e Silvia, que estiveram presentes durante esse processo, pela disponibilidade e convivência.À Claudia Vieira, por me direcionar durante as coletas no ambulatório, pelo incentivo e apoio no desenvolvimento deste trabalho.À Lucinda Cristina Pereira, por me receber nesta renomada instituição e acompanhar meu processo de formação. Ao Prof. Dr. Luiz Carlos de Abreu, que foi meu orientador durante o mestrado, lançou o desafio que me tornar mestre em um ano e possibilitou conhecer a Profa. Dra.

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The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking

Cited by 22 publications

References 74 publications

Advergames for children's health education and communication practices

Advergames for children's health education and communication practices

Association between Self-Efficacy and Learning Conformity among Chinese University Students: Differences by Gender

Desempenho em tarefa de realidade virtual entre mulheres na pós-menopausa

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