Understanding the Role of Achievements in Game-Based Learning
DOI:
https://doi.org/10.17083/ijsg.v3i4.114Keywords:
game-based learning, achievementAbstract
The objective of the current research was to examine whether one potentially effective gaming strategy—achievements—has a positive impact on learning in a game-based environment. An achievement in a video game is a reward or recognition earned by players for an in-game accomplishment. This paper describes a series of studies to evaluate the effects of achievement types on learning in a game designed to teach about health resources. The Game “Phone Dash” was used as the testbed for the following studies. The following questionnaires were utilized in this study: Video Game Self-Efficacy Scale (VGSES) questionnaire, Relevance and Usefulness questionnaire, Game Engagement Questionnaire (GEQ), and the Intrinsic Motivation Inventory (IMI). Four studies were conducted. Results indicated that while in unison, the achievements were not as potent in motivating performance, certainly when combined they produced measurable changes in behavior. The four studies described in this paper provide important information regarding the optimal design of achievements in game-based health education. Developers of future game-based learning can use this information to enhance the potential effectiveness of their products.
References
[1] Cannon-Bowers, J., & Bowers, C. Synthetic learning environments: On developing a science of simulation, games, and virtual worlds for training. In S. J. Kozlowski, E. Salas, S. J. Kozlowski, E. Salas (Eds.) Learning, training, and development in organizations. New York, NY US; Routledge/Taylor & Francis Group; 2010. 229-261.
[2] Fisher, S. L., & Ford, J. Differential effects of learner effort and goal orientation on two learning outcomes. Pers Psychol 1998; 51:397-420. https://doi.org/10.1111/j.1744-6570.1998.tb00731.x
[3] Jitendra, A., DiPipi, C. M., & Perron-Jones, N. An exploratory study of schema-based word-problem-solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. The Journal of Special Education 2002; 36:23-38. https://doi.org/10.1177/00224669020360010301
[4] Singer, H., & Donlan, D.Active comprehension: Problem-solving schema with question generation for comprehension of complex short stories. Read Res Quart 1982; 17:166-186. https://doi.org/10.2307/747482
[5] Fuchs, L. S., Zumeta, R. O., Schumacher, R., Powell, S. R., Seethaler, P. M., Hamlett, C. L., & Fuchs, D. The effects of schema-broadening instruction on second graders’ word-problem performance and their ability to represent word problems with algebraic equations: A randomized control study. The Elementary School Journal 2010;110:440-463. https://doi.org/10.1086/651191
[6] Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. The instructional effect of feedback in test-like events. Rev Educ Res 1991; 61:213-238. https://doi.org/10.3102/00346543061002213
[7] Schooler, L.J. and Anderson, J.R. The disruptive potential of immediate feedback. The Proceedings of the Twelfth Annual Conference of the Cognitive Science Society, Cambridge, MA; 1990.
[8] Schmidt, R. A., & Bjork, R. A. New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychol Sci 1992; 3:207-217. https://doi.org/10.1111/j.1467-9280.1992.tb00029.x
[9] Brown, K. G., & Ford, K., Using Computer Technology in Training Building an Infrastructure for Active Learning, Creating, In Kraiger K, Implementing, and Managing Effective Training and Development: State-of-the Art Lessons for Practice 2002; 192-225.
[10] Bizzocchi, J, & Paras, B. Game, motivation, and effective learning: An integrated model for educational game design. Proceedings of DiGra; 2005.
[11] Garris, R., Ahlers, R., & Driskell, J. E. Games, motivation, and learning: A research and practice model. Simulat Gaming 2002; 33:441-467. https://doi.org/10.1177/1046878102238607
[12] Chen, H., Wigand, R. T., & Nilan, M. S. Optimal experience of Web activities. Comput Hum Behav 1999; 15:585-608. https://doi.org/10.1016/S0747-5632(99)00038-2
[13] Csikszentmihalyi, M. Play and intrinsic rewards. J Humanist Psychol 1975; 15:41-63. https://doi.org/10.1177/002216787501500306
[14] Epstein, M. L., Lazarus, A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A., Epstein, B. B., & Brosvic, G. M. Immediate Feedback Assessment Technique promotes learning and corrects inaccurate first responses. The Psychological Record 2002; 52:187-201.
[15] Locke, E. A., & Latham, G. P. Goal setting: A motivational technique that works! Englewood Cliffs, NJ: Prentice Hall; 1984.
[16] Dennen, V., Task structuring for online problem-based learning. Educ Technol Soc 2000; 3:330–336.
[17] Miller, G. A. The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychol Rev 1956; 63:81-97. https://doi.org/10.1037/h0043158
[18] Borthick, A., Jones, D. R., & Wakai, S. Designing Learning Experiences within Learners' Zones of Proximal Development (ZPDs): Enabling Collaborative Learning On-Site and Online. Journal of Information Systems 2003; 17. 107-134. https://doi.org/10.2308/jis.2003.17.1.107
[19] Condly, S., Clark, R. E., and Stolovitch, H. S. The effects of incentives on workplace performance: A meta-analytic review of research studies. Performance Improvement Quarterly 2003; 16:46–63. https://doi.org/10.1111/j.1937-8327.2003.tb00287.x
[20] Deci, E. L., & Ryan, R. M. Intrinsic motivation and self-determination in human behavior. New York: Plenum; 1985. https://doi.org/10.1007/978-1-4899-2271-7
[21] Garland, H. (1983). Influence of ability, assigned goals, and normative information on personal goals and performance: A challenge to the goal attainability assumption. J Appl Psychol 1983; 68:20-30. https://doi.org/10.1037/0021-9010.68.1.20
[22] Elliott, E. S., & Dweck, C. S. Goals: An approach to motivation and achievement. J Pers Soc Psychol 1988; 54:5-12. https://doi.org/10.1037/0022-3514.54.1.5
[23] Ames, C. & Archer, J. Mothers’ belief about the role of ability and effort in school learning. J Educ Psychol 1987. 18:409-414. https://doi.org/10.1037/0022-0663.79.4.409
[24] Dormann, T., & Frese, M. Error training: Replication and the function of exploratory behavior. Int J Hum-Comput Int 1994; 6:365-372. https://doi.org/10.1080/10447319409526101
[25] Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. Goal Setting and Goal Orientation: An Integration of Two Different Yet Related Literatures. Acad Manage J 2004; 47:227-239. https://doi.org/10.2307/20159574
[26] Winters, D., & Latham, G. P. The effect of learning versus outcome goals on a simple versus a complex task. Group Organ Manage 1996; 21:236-250. https://doi.org/10.1177/1059601196212007
[27] Pavlas, D., Heyne, K., Bedwell, W., Lazzara, E., & Salas, E. (2010, September). Game-based learning: The impact of flow state and videogame self-efficacy. In Proceedings of the human factors and ergonomics society annual meeting (Vol. 54, No. 28, pp. 2398-2402). SAGE Publications. https://doi.org/10.1177/154193121005402808
[28] Brockmyer, J. H., Fox, C. M., Curtiss, K. A., McBroom, E., Burkhart, K. M., & Pidruzny, J. N. (2009). The development of the Game Engagement Questionnaire: A measure of engagement in video game-playing. Journal of Experimental Social Psychology, 45(4), 624-634. https://doi.org/10.1016/j.jesp.2009.02.016
[29] Ryan, R. M., & Deci, E. L. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemp Educ Psychol 2000; 25:54-67. https://doi.org/10.1006/ceps.1999.1020
[2] Fisher, S. L., & Ford, J. Differential effects of learner effort and goal orientation on two learning outcomes. Pers Psychol 1998; 51:397-420. https://doi.org/10.1111/j.1744-6570.1998.tb00731.x
[3] Jitendra, A., DiPipi, C. M., & Perron-Jones, N. An exploratory study of schema-based word-problem-solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. The Journal of Special Education 2002; 36:23-38. https://doi.org/10.1177/00224669020360010301
[4] Singer, H., & Donlan, D.Active comprehension: Problem-solving schema with question generation for comprehension of complex short stories. Read Res Quart 1982; 17:166-186. https://doi.org/10.2307/747482
[5] Fuchs, L. S., Zumeta, R. O., Schumacher, R., Powell, S. R., Seethaler, P. M., Hamlett, C. L., & Fuchs, D. The effects of schema-broadening instruction on second graders’ word-problem performance and their ability to represent word problems with algebraic equations: A randomized control study. The Elementary School Journal 2010;110:440-463. https://doi.org/10.1086/651191
[6] Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. The instructional effect of feedback in test-like events. Rev Educ Res 1991; 61:213-238. https://doi.org/10.3102/00346543061002213
[7] Schooler, L.J. and Anderson, J.R. The disruptive potential of immediate feedback. The Proceedings of the Twelfth Annual Conference of the Cognitive Science Society, Cambridge, MA; 1990.
[8] Schmidt, R. A., & Bjork, R. A. New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychol Sci 1992; 3:207-217. https://doi.org/10.1111/j.1467-9280.1992.tb00029.x
[9] Brown, K. G., & Ford, K., Using Computer Technology in Training Building an Infrastructure for Active Learning, Creating, In Kraiger K, Implementing, and Managing Effective Training and Development: State-of-the Art Lessons for Practice 2002; 192-225.
[10] Bizzocchi, J, & Paras, B. Game, motivation, and effective learning: An integrated model for educational game design. Proceedings of DiGra; 2005.
[11] Garris, R., Ahlers, R., & Driskell, J. E. Games, motivation, and learning: A research and practice model. Simulat Gaming 2002; 33:441-467. https://doi.org/10.1177/1046878102238607
[12] Chen, H., Wigand, R. T., & Nilan, M. S. Optimal experience of Web activities. Comput Hum Behav 1999; 15:585-608. https://doi.org/10.1016/S0747-5632(99)00038-2
[13] Csikszentmihalyi, M. Play and intrinsic rewards. J Humanist Psychol 1975; 15:41-63. https://doi.org/10.1177/002216787501500306
[14] Epstein, M. L., Lazarus, A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A., Epstein, B. B., & Brosvic, G. M. Immediate Feedback Assessment Technique promotes learning and corrects inaccurate first responses. The Psychological Record 2002; 52:187-201.
[15] Locke, E. A., & Latham, G. P. Goal setting: A motivational technique that works! Englewood Cliffs, NJ: Prentice Hall; 1984.
[16] Dennen, V., Task structuring for online problem-based learning. Educ Technol Soc 2000; 3:330–336.
[17] Miller, G. A. The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychol Rev 1956; 63:81-97. https://doi.org/10.1037/h0043158
[18] Borthick, A., Jones, D. R., & Wakai, S. Designing Learning Experiences within Learners' Zones of Proximal Development (ZPDs): Enabling Collaborative Learning On-Site and Online. Journal of Information Systems 2003; 17. 107-134. https://doi.org/10.2308/jis.2003.17.1.107
[19] Condly, S., Clark, R. E., and Stolovitch, H. S. The effects of incentives on workplace performance: A meta-analytic review of research studies. Performance Improvement Quarterly 2003; 16:46–63. https://doi.org/10.1111/j.1937-8327.2003.tb00287.x
[20] Deci, E. L., & Ryan, R. M. Intrinsic motivation and self-determination in human behavior. New York: Plenum; 1985. https://doi.org/10.1007/978-1-4899-2271-7
[21] Garland, H. (1983). Influence of ability, assigned goals, and normative information on personal goals and performance: A challenge to the goal attainability assumption. J Appl Psychol 1983; 68:20-30. https://doi.org/10.1037/0021-9010.68.1.20
[22] Elliott, E. S., & Dweck, C. S. Goals: An approach to motivation and achievement. J Pers Soc Psychol 1988; 54:5-12. https://doi.org/10.1037/0022-3514.54.1.5
[23] Ames, C. & Archer, J. Mothers’ belief about the role of ability and effort in school learning. J Educ Psychol 1987. 18:409-414. https://doi.org/10.1037/0022-0663.79.4.409
[24] Dormann, T., & Frese, M. Error training: Replication and the function of exploratory behavior. Int J Hum-Comput Int 1994; 6:365-372. https://doi.org/10.1080/10447319409526101
[25] Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. Goal Setting and Goal Orientation: An Integration of Two Different Yet Related Literatures. Acad Manage J 2004; 47:227-239. https://doi.org/10.2307/20159574
[26] Winters, D., & Latham, G. P. The effect of learning versus outcome goals on a simple versus a complex task. Group Organ Manage 1996; 21:236-250. https://doi.org/10.1177/1059601196212007
[27] Pavlas, D., Heyne, K., Bedwell, W., Lazzara, E., & Salas, E. (2010, September). Game-based learning: The impact of flow state and videogame self-efficacy. In Proceedings of the human factors and ergonomics society annual meeting (Vol. 54, No. 28, pp. 2398-2402). SAGE Publications. https://doi.org/10.1177/154193121005402808
[28] Brockmyer, J. H., Fox, C. M., Curtiss, K. A., McBroom, E., Burkhart, K. M., & Pidruzny, J. N. (2009). The development of the Game Engagement Questionnaire: A measure of engagement in video game-playing. Journal of Experimental Social Psychology, 45(4), 624-634. https://doi.org/10.1016/j.jesp.2009.02.016
[29] Ryan, R. M., & Deci, E. L. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemp Educ Psychol 2000; 25:54-67. https://doi.org/10.1006/ceps.1999.1020
Downloads
Published
2016-12-21
Issue
Section
Articles
License
IJSG copyright information is provided here.
How to Cite
Understanding the Role of Achievements in Game-Based Learning. (2016). International Journal of Serious Games, 3(4). https://doi.org/10.17083/ijsg.v3i4.114
