Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

J-N. Proulx, M. Romero, Sylvester Arnab

    Research output: Contribution to journalArticle

    15 Citations (Scopus)
    320 Downloads (Pure)

    Abstract

    Background. Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT); the relation of SDT with the flow experience has neither been evaluated in the context of DGBL. Aim. This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL. Results. In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners’ motivation are also discussed.
    Original languageEnglish
    Pages (from-to)81-97
    Number of pages17
    JournalSimulation and Gaming
    Volume48
    Issue number1
    Early online date1 Nov 2016
    DOIs
    Publication statusPublished - 2017

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    Mechanics
    Self-determination theory

    Keywords

    • digital game based learning
    • DGBL
    • education
    • flow
    • game mechanics
    • learning mechanics
    • LM-GM
    • LMGM-SDT
    • motivation
    • self-determination theory
    • SDT

    Cite this

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    title = "Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning",
    abstract = "Background. Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT); the relation of SDT with the flow experience has neither been evaluated in the context of DGBL. Aim. This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL. Results. In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners’ motivation are also discussed.",
    keywords = "digital game based learning, DGBL, education, flow, game mechanics, learning mechanics, LM-GM, LMGM-SDT, motivation, self-determination theory, SDT",
    author = "J-N. Proulx and M. Romero and Sylvester Arnab",
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    doi = "10.1177/1046878116674399",
    language = "English",
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    AU - Proulx, J-N.

    AU - Romero, M.

    AU - Arnab, Sylvester

    PY - 2017

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    AB - Background. Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT); the relation of SDT with the flow experience has neither been evaluated in the context of DGBL. Aim. This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL. Results. In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners’ motivation are also discussed.

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