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ERIC Number: EJ1054375
Record Type: Journal
Publication Date: 2013-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0022-0663
Motivation and Performance in a Game-Based Intelligent Tutoring System
Jackson, G. Tanner; McNamara, Danielle S.
Journal of Educational Psychology, v105 n4 p1036-1049 Nov 2013
One strength of educational games stems from their potential to increase students' motivation and engagement during educational tasks. However, game features may also detract from principle learning goals and interfere with students' ability to master the target material. To assess the potential impact of game-based learning environments, in this study we examined motivation and learning for 84 high-school students across eight 1-hr sessions comparing 2 versions of a reading strategy tutoring system, an intelligent tutoring system (iSTART) and its game-based version (iSTART-ME). The results demonstrate equivalent target task performance (i.e., learning) across environments at pretest, posttest, and retention, but significantly higher levels of enjoyment and motivation for the game-based system. Analyses of performance across sessions reveal an initial decrease in performance followed by improvement within the game-based training condition. These results suggest possible constraints and benefits of game-based training, including time-scale effects. The findings from this study offer a potential explanation for some of the mixed findings within the literature and support the integration of game-based features within intelligent tutoring environments that require long-term interactions for students to develop skill mastery.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
IES Funded: Yes
Grant or Contract Numbers: R305G040046; REC0241144; IIS- 0735682