The roles of task difficulty and prior videogame experience on performance and motivation in instructional videogames

Orvis, Karin A.; Horn, Daniel B.; Belanich, James

doi:10.1016/j.chb.2008.02.016

Cited by 123 publications

(94 citation statements)

References 45 publications

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“…In instructional game research, it is indeed found that too easy or too difficult games can lead to a reduction in motivation and, in time, on task [37]. [38] further argue that this effect may result in less positive learning outcomes [39]. However, with regard to learning outcome, results are found to be inconsistent.…”

Section: Adaptive Item Sequencing In Item-based Learning Environmentscontrasting

confidence: 39%

“…In addition to that, prior research found that learner's characteristics and, in particular, the learner's proficiency can influence learning outcomes [38,[47][48][49][50] and the need for any enhancement to the basic learning material, such as adaptive task sequencing [51][52][53][54][55]. The overall finding is that students with low proficiency benefit more from adaptive learning environments than do students with high proficiency [38,53,55]. However, one study found that adapting the difficulty is more beneficial for advanced learners than it is for the novice or intermediate learners [52].…”

Section: Adaptive Item Sequencing In Item-based Learning Environmentsmentioning

confidence: 99%

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When Easy Becomes Boring and Difficult Becomes Frustrating: Disentangling the Effects of Item Difficulty Level and Person Proficiency on Learning and Motivation

Moeyaert

Wauters²,

Desmet

et al. 2016

Systems

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Abstract:The research on electronic learning environments has evolved towards creating adaptive learning environments. In this study, the focus is on adaptive curriculum sequencing, in particular, the efficacy of an adaptive curriculum sequencing algorithm based on matching the item difficulty level to the learner's proficiency level. We therefore explored the effect of the relative difficulty level on learning outcome and motivation. Results indicate that, for learning environments consisting of questions focusing on just one dimension and with knowledge of correct response, it does not matter whether we present easy, moderate or difficult items or whether we present the items with a random mix of difficulty levels, regarding both learning and motivation.

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Section: Adaptive Item Sequencing In Item-based Learning Environmentscontrasting

confidence: 39%

Section: Adaptive Item Sequencing In Item-based Learning Environmentsmentioning

confidence: 99%

When Easy Becomes Boring and Difficult Becomes Frustrating: Disentangling the Effects of Item Difficulty Level and Person Proficiency on Learning and Motivation

Moeyaert

Wauters²,

Desmet

et al. 2016

Systems

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“…In general, positive correlations between motivation and performance have been reported (Fredericksen et al, 2000;Ali and Franklin, 2001;Aragon et al, 2001;Sankaran and Bui, 2001;Delialioglu, 2005;Waschull, 2005;Yukselturk and Bulut, 2007;Artino, 2008). A higher level of intrinsic motivation might make learners invest more resources in learning and process information more deeply, thus contributing to successfully passing tests (van Merriënboer and Ayres, 2005;Moreno, 2006;Moreno and Mayer, 2007;Orvis et al, 2008). With reference to CLT, motivation might influence load levels and how students manage load, especially when it is high.…”

Section: Introductionmentioning

confidence: 99%

Cognitive Loads in a Distance Training for Trainee Teachers

Stiller

Bachmaier

2018

Front. Educ.

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One of the persistent problems of online and distance learning is how to effectively support students' successful learning outcomes. A promising approach to this issue is to investigate the extent that learning is determined by learner characteristics and skills. This study explores the effects of domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and learning management skills on learning in a distance-training course on media pedagogy for teachers. The data were collected from 127 trainee teachers who responded to various questionnaires and completed knowledge tests. We investigated whether the selected characteristics of learners could be used to model five cognitive load assessments that included ratings of content difficulty, learning ease, experienced pressure/tension, effort/importance while learning, and performance in tests. Computer anxiety and computer attitude were significant predictors of content difficulty, learning ease, and experienced pressure/tension. In addition, higher learning-strategy skills reduced ratings of content difficulty. Effort/Importance ratings were best modeled by intrinsic motivation and learning strategy usage. Performance was best predicted by prior knowledge, intrinsic motivation, and computer attitude.Keywords: distance training, teacher training, higher education, self-regulated learning, computer attitude, computer anxiety, cognitive load theory INTRODUCTIONDistance and online learning have become common and reputable educational methods in vocational training and higher education (e.g., Allen and Seaman, 2016). Numerous studies investigating theoretical and applied aspects of distance and online learning have been published. However, the problem of effectively supporting successful student learning still persists (Jo et al., 2016). To gain insight into this problem, one line of research has focused on the characteristics and skills of distance and online learners and the extent to which they predict learning processes and outcomes. To advance this research, we investigated the extent to which a selected set of learner characteristics affect cognitive load of trainee teachers while learning and performing in a script-based distance-training course about media pedagogy. As characteristics, domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and learning strategies were selected, because all of them have shown to be relevant for distance and online learning in empirical studies, and they represent cognitive, motivational, affective, and skill aspects. As theoretical background of the current study, the cognitive load theory (CLT) was chosen (Sweller, 2010). Stiller and Bachmaier Cognitive Loads in Distance TrainingThe CLT highlights the role of cognitive capacity in working memory for successful learning outcomes (Sweller, 2010). Working memory is limited in capacity. If memory items cannot be rehearsed, they decline within seconds. If the material to be learned is complex, that is, it compris...

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“…Actividades cuyas reglas predefinidas de interacción permiten a los participantes desarrollar habilidades para abordar situaciones específicas presentadas. Por ejemplo: Juegos epistémicos (Shaffer, 2006), en los que la resolución de la situación problema requiere de la aplicación de conocimientos específicos, o de la ejercitación de habilidades viso-espaciales (Orvis, Horn & Belanich, 2008 (2007), solicitan a los estudiantes la construcción de un diagrama que refleje la opinión que estos tienen sobre el tema de los organismos genéticamente modificados;  Proyectos de participación. Actividades de coordinación de diversas acciones para resolver la situación problema planteada.…”

Section: Fase De Desarrollounclassified

Procesos pedagógicos y uso de tecnología en el aula

2015

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ResumenLos soportes computacionales han diversificado las posibilidades de interactividad de la enseñanza en sala de clase. Los usos del computador en actividades educativas tales como juegos colaborativos, sistemas de retroalimentación de respuesta o participación simulada, entre otros, ponen en evidencia las diversas alternativas que tiene el uso de esta tecnología al interior del proceso educativo desarrollado en el aula. En este contexto, el propósito del artículo es evidenciar el aporte que genera la mediación computacional para los procesos pedagógicos implementados en la sala de clase de la educación escolar formal. Para ello se realizó un análisis bibliográfico que permitió identificar dos configuraciones de los procesos pedagógicos generados, la Inductiva y la Deductiva. Se analizaron y sistematizaron las actividades de enseñanza mediadas por el computador asociadas a ambos procesos. Entre los resultados se delimitan las ventajas del uso de la tecnología en este escenario, destacándose como principales aportes la estructuración y profundización gradual de los contenidos, el fortalecimiento de los procesos de colaboración, la diversificación de los entornos de aprendizaje, y el incremento de la participación estudiantil. Palabas clave: proceso de enseñanza, enseñanza asistida por ordenador, organización de la clase, informática educativa, innovación pedagógica. AbstractComputer supports have diversified the possibilities for interactivity in classroom teaching. Collaborative games, response feedback systems and simulated participation are indicative of the wide range of activities for which these technologies have found application in classroom education processes. In this article, evidence is offered for the contributions made to classroom pedagogical processes by computer mediation. The bibliographic analysis conducted permitted the identification of 2 pedagogic processes generated, an inductive and a deductive one, were identified. The computer-mediated teaching activities associated with each process in this literature were then classified and analyzed. Finally, inferences were drawn regarding the advantages of computer mediation in this scenario, being the main contributions, structuring 1 Este trabajo fue financiado por el CONICYT-FONDECYT del gobierno de Chile N° 1100309.

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The roles of task difficulty and prior videogame experience on performance and motivation in instructional videogames

Cited by 123 publications

References 45 publications

When Easy Becomes Boring and Difficult Becomes Frustrating: Disentangling the Effects of Item Difficulty Level and Person Proficiency on Learning and Motivation

When Easy Becomes Boring and Difficult Becomes Frustrating: Disentangling the Effects of Item Difficulty Level and Person Proficiency on Learning and Motivation

Cognitive Loads in a Distance Training for Trainee Teachers

Procesos pedagógicos y uso de tecnología en el aula

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