ERIC Number: EJ1041290
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Reference Count: 65
Game-Based Practice versus Traditional Practice in Computer-Based Writing Strategy Training: Effects on Motivation and Achievement
Proske, Antje; Roscoe, Rod D.; McNamara, Danielle S.
Educational Technology Research and Development, v62 n5 p481-505 Oct 2014
Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this study, the ARCS model (Keller, "Perform Instr" 26(8):1-7, 1987b) was used to investigate the motivational characteristics of different practice conditions. To this end, 175 students were randomly assigned to one of four experimental conditions: game-based, question-based, model-based, and writing-based practice. All students first learned strategies to write an essay introduction. Subsequently, students practiced using the strategies in the four different conditions. Game-based practice was expected to positively affect ARCS-related motivation toward practice. Results showed that students perceived game-based practice as significantly more interesting and engaging than question-based practice. However, although game-based practice was perceived more positively, only model-based and question-based practice demonstrated a beneficial impact on students' ability to implement the writing strategies. These results underline the necessity of interconnecting motivational and instructional design when developing practice methods for computer-based writing strategy training.
Descriptors: Educational Games, Computer Games, Student Motivation, Academic Achievement, Learner Engagement, Students, Essays, Writing (Composition), Comparative Analysis, Models, Instructional Design, Writing Strategies, Writing Instruction, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A