NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ974181
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0031-3831
Investigating Students' Perceived Discipline Relevance Subsequent to Playing Educational Computer Games: A Personal Interest and Self-Determination Theory Approach
Sorebo, Oystein; Haehre, Reidar
Scandinavian Journal of Educational Research, v56 n4 p345-362 2012
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway