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ERIC Number: EJ1006812
Record Type: Journal
Publication Date: 2013-Apr
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1096-7516
Impact of Online Instructional Game Features on College Students' Perceived Motivational Support and Cognitive Investment: A Structural Equation Modeling Study
Huang, Wenhao David; Johnson, Tristan E.; Han, Seung-Hyun Caleb
Internet and Higher Education, v17 p58-68 Apr 2013
Colleges and universities have begun to understand the instructional potential of digital game-based learning (DGBL) due to digital games' immersive features. These features, however, might overload learners as excessive motivational and cognitive stimuli thus impeding intended learning. Current research, however, lacks empirical evidences to align game features with their motivational and cognitive support. Therefore, this study explored the relationship among game features, learners' perceived motivational support, and cognitive investment based on the Theory on Motivation, Volition, and Performance (MVP). Based on 264 college students' responses after playing an open online instructional game, the finding first revealed three converging factors of DGBL features (game appeal, game involvement, game structure). Second, a structural equation modeling identified a significant model that aligns with MVP theory's constructs. Future research should develop a consolidated design model to consider all identified empirical relationships in order to support efficient digital game-based learning. (Contains 8 tables and 1 figure.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A