The impeding role of initial unrealistic goal-setting on videogame-based training performance: Identifying underpinning processes and a solution

Brusso, Robert C.; Orvis, Karin A.

doi:10.1016/j.chb.2013.01.006

Cited by 14 publications

(16 citation statements)

References 84 publications

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“…Secondly, increased difficulty is said generally to increase motivation [27], possibly because of the greater potential self-satisfaction that accrues to the user on achievement of the goal [36]. However, goals must not be considered unachievable [27] and though failure to attain a goal can increase motivation [8], it can also have the opposite effect [19]. Thirdly, the discounting of future benefits leads to the argument that short-term goals are more effective than longer-term ones [36].…”

Section: Goal Settingmentioning

confidence: 99%

Walking in the Wild – Using an Always-On Smartphone Application to Increase Physical Activity

Harries

Eslambolchilar

Stride

et al. 2013

Lecture Notes in Computer Science

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Abstract. This multidisciplinary paper reports on a large-scale field trial, designed and implemented by a group of social scientists, computer scientists and statisticians, of a new smartphone-based app for the promotion of walking in everyday life. The app, bActive, is designed for a more diverse range of users than the typical active-lifestyle app, since it requires neither additional equipment nor a great deal of commitment to exercise. As a result, it can raise awareness of walking and promote walking amongst those with only a casual or hesitant engagement with the topic. The 6-week randomised controlled trial with 22-40 year-old male participants (N=152) indicates that bActive prompted users to increase the amount of walking they did by encouraging them to value and increase walking that is incidental to normal everyday activities. Longitudinal data analysis showed that use of the app increased walking by an average of 64% but did not find any evidence to suggest that the inclusion of comparative social feedback improves the impact of such apps on male participants.

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Section: Goal Settingmentioning

confidence: 99%

Walking in the Wild – Using an Always-On Smartphone Application to Increase Physical Activity

Harries

Eslambolchilar

Stride

et al. 2013

Lecture Notes in Computer Science

View full text Add to dashboard Cite

show abstract

“…Artino (2009a) illustrated the importance of learner goal-setting by showing that learners with career aspirations directly related to the course content would be more likely to report adaptive motivation and academic success than their peers. Using a survey study, Brusso and Orvis (2013) found that learners who experienced a larger goal-performance discrepancy at the beginning of a course performed worse in the subsequent sessions than those whose performance more closely mirrored their goals. The two survey studies conducted by Brusso and Orvis (2013) and Anseel et al (2009) suggest that a combination of reflection interventions and goal-setting instructions (looking back on past behaviour by means of coached reflection and managing future behaviour by setting goals) appears to be a particularly strong intervention.…”

Section: Calibrationmentioning

confidence: 99%

“…Using a survey study, Brusso and Orvis (2013) found that learners who experienced a larger goal-performance discrepancy at the beginning of a course performed worse in the subsequent sessions than those whose performance more closely mirrored their goals. The two survey studies conducted by Brusso and Orvis (2013) and Anseel et al (2009) suggest that a combination of reflection interventions and goal-setting instructions (looking back on past behaviour by means of coached reflection and managing future behaviour by setting goals) appears to be a particularly strong intervention. Artino and Stephens (2009) illustrate this by presenting two instructional strategies for helping learners identify and set challenging, proximal goals and for providing them with timely, honest, explicit performance feedback.…”

Section: Calibrationmentioning

confidence: 99%

“…The search identified 15 publications which appear to centre around cues for calibration in blended learning environments (e.g., Anseel et al 2009;Artino 2009a;Artino and Stephens 2009;Brusso and Orvis 2013). These publications describe calibration cues as triggers for learners to test their perceptions of achievement against their actual achievement.…”

Section: Calibrationmentioning

confidence: 99%

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In search of attributes that support self-regulation in blended learning environments

2016

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Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n = 95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners' selfregulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners' self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments.

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“…With very few exceptions (e.g., Brusso & Orvis, 2013), these educational studies do not address whether the efficacy was enhanced because the content was presented as a video game, or if efficacy was enhanced simply because users directly practiced the measured behaviors (or skills) as a part of their game play. Therefore, these studies also do not provide any direct or indirect test of how agency, specifically, in an interactive narrative might lead to character-consistent behaviors.…”

Section: Agency In Online Narratives and The User-character Connectionmentioning

confidence: 99%

Eliciting Behavior From Interactive Narratives: Isolating the Role of Agency in Connecting With and Modeling Characters

Carpentier

Rogers²,

Barnard

2015

Journal of Broadcasting & Electronic Media

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The impeding role of initial unrealistic goal-setting on videogame-based training performance: Identifying underpinning processes and a solution

Cited by 14 publications

References 84 publications

Walking in the Wild – Using an Always-On Smartphone Application to Increase Physical Activity

Walking in the Wild – Using an Always-On Smartphone Application to Increase Physical Activity

In search of attributes that support self-regulation in blended learning environments

Eliciting Behavior From Interactive Narratives: Isolating the Role of Agency in Connecting With and Modeling Characters

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