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EJ974181 - Investigating Students' Perceived Discipline Relevance Subsequent to Playing Educational Computer Games: A Personal Interest and Self-Determination Theory Approach

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ERIC #:	EJ974181
Title:	Investigating Students' Perceived Discipline Relevance Subsequent to Playing Educational Computer Games: A Personal Interest and Self-Determination Theory Approach
Authors:	Sorebo, Oystein; Haehre, Reidar
Descriptors:	Computers; Educational Games; Self Determination; Student Needs; Personal Autonomy; Student Attitudes; Learning Motivation; Intellectual Disciplines; Teaching Methods; Surveys; Measurement Techniques; Foreign Countries; College Students
Source:	Scandinavian Journal of Educational Research, v56 n4 p345-362 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	18
Pub Types:	Journal Articles; Reports - Research
Abstract:	The purpose of this study is to explain students' perceived relevance of playing an educational game as a means for development of discipline competence. Based on self-determination theory and the concept of personal interest, we propose that: Satisfying students' basic needs for competence, autonomy, and relatedness when playing educational games is critical for arousal of intrinsic motivation in learning-through-gaming; Students' interest in the core subject and their intrinsic motivation in learning-through-gaming are important for their perceptions of how relevant they believe the gaming session is for the discipline they are studying. The results from an empirical study indicate that arousal of intrinsic motivation in the ongoing gaming session is more important than pre-gaming interest in the core subject for participants' post-gaming perception of how relevant such gaming is as a means for developing their discipline competence. The results also indicate that satisfying basic needs for competence, autonomy, and relatedness is critical for arousal of intrinsic gaming motivation. Our findings have implications for the choice of pedagogical means when utilizing educational games as a complementary alternative to traditional learning methods. To that end, we offer directions for future research. (Contains 4 tables, 1 footnote and 2 figures.)
Abstractor:	As Provided
Reference Count:	37

Note:	N/A
Identifiers:	Norway
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0031-3831
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1080/00313831.2011.594609

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