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 https://www.learntechlib.org/primary/p/149978/.
© 2015 Association for the Advancement of Computing in Education (AACE)
- Corcoran, E. (2010). Gaming education. Retrieved from O’Reilly Media, Inc. Website at http://radar.oreilly.com/2010/10/gaming-education.html
- Coughlin, M.A. (2005). Applied multivariate statistics. In M.A. Coughlin (Ed.), Applications of Intermediate/Advanced Statistics in Institutional Research (pp.169-214). Tallahassee, FL:
- Deci, E.L., Koestner, R., & Ryan, R.M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27.
- Deci, E.L., & Ryan, R.M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109-134.
- Guay, F., Ratelle, C.F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of selfdetermination in education. Canadian Psychology, 49, 233-240.
- Haskell, C.C. (2012). Design variables of attraction in quest-based learning. Boise State University Theses and Dissertations. Available at: http://works.bepress.com/chris_haskell/14 Haskell, C.C. (2013). Understanding quest-based learning. [Whitepaper]. Retrieved from http://issuu.com/loraevanouski/docs/qbl-whitepaper_haskell-final
- Jacobson, H. (2013). Gamification in marketing: Lessons from the Khan Academy website. Retrieved from Search Engine Watch website http://searchenginewatch.com/article/2303233/Gamification-inMarketing-Lessons-from-the-Khan-Academy-Website
- Johnson, L., Adams, S., and Cummins, M. (2012). NMC Horizon Report: 2012 K-12 Edition. Austin, Texas: The New Media Consortium.
- McClarty, K.L., Orr, A., Frey, P.M., Dolan, R.P., Vassileva, V. & McVay, A. (2012). A literature review of gaming in education. (Research Report). Retrieved from Pearson website at http://researchnetwork.pearson.com/wp-content/uploads/Lit_Review_of_Gaming_in_Education.pdf Pintrich, P.R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M.L. Maehr, & P.R. Pintrich (Eds.), Advances in motivation and achievement: Goals and selfregulatory processes, (Vol.7, pp. 371-402). Greenwich, CT: JAI Press.
- Ryan, R.M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450–461.
- Ryan, R.M., & Deci, E.L. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
- Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
- Ryan, R.M., & Deci, E.L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K.R. Wentzel & A. Wigfield (Eds.), Handbook on Motivation at School (pp. 171196).
- Wastiau, P., Kearney, C., & Van den Berghe, W. (2009). How are digital games used in schools? European Schoolnet. Retrieved from http://games.eun.org/upload/gis-synthesis_report_en.pdf
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
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
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.