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

13 Citations (Scopus)
311 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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AU - Arnab, Sylvester

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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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