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A Study of Motivation in a Quest-Based Learning Environment

, University of Toledo, United States ; , Keene State College, United States ; , University of Toledo, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Game-based learning in the classroom is gaining more traction in recent years as a strategy to motivate learners. While this kind of learning seems to be supported by learning theory, research about the use of games for educational purposes is mixed and largely descriptive. Motivation is attributed as one of the key reasons games are powerful learning tools. This pilot study examined motivation in a gamified, quest-based learning environment to determine if this kind of autonomous and self-paced learning was more motivating than a traditional classroom environment for preservice teachers in an undergraduate-level educational technology course. Results showed that quest-based learning was perceived as more valuable and useful for teaching and learning, and it took more effort than a traditional course. However, quest-based learning prevented students from interacting as much as they would have liked with their peers.


Lambert, J., Gong, Y. & Harrison, R. (2015). A Study of Motivation in a Quest-Based Learning Environment. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 127-132). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .


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Cited By

  1. Pre-Service Teachers’ Responses to Quest-Based Learning in a Mandatory Communication Technology Course

    Lorraine Beaudin & Olesha Ratther, University of Lethbridge, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 382–385

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