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Game-Based Assessment RevisitedIntrinsic Motivation in Game-Based Learning Environments

Game-Based Assessment Revisited: Intrinsic Motivation in Game-Based Learning Environments [Game-based learning environments (GBLEs) are appealing because of their potential as motivational learning tools, and to date, many different motivational constructs have been investigated. Within this literature, there has been particular emphasis paid to the construct of intrinsic motivation. However, wide variation in the operationalization of intrinsic motivation as well as the employment of numerous brief and unstandardized questionnaires in the assessment of intrinsic motivation has led to a lack of clarity across studies. The purpose of this paper is to examine how researchers have implemented and assessed intrinsic motivation in GBLEs. Agreeing upon definitional and measurement approaches for intrinsic motivation in GBLEs may be a crucial step in understanding the attraction of games and the effectiveness of instruction. The study of intrinsic motivation in GBLEs is an emerging endeavor and going forward we recommend a more focused and consistent operationalization of the construct across studies but broader consideration of its measurement.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Game-Based Assessment RevisitedIntrinsic Motivation in Game-Based Learning Environments

Part of the Advances in Game-Based Learning Book Series
Editors: Ifenthaler, Dirk; Kim, Yoon Jeon
Fulya Eyupoglu, T.; Nietfeld, John L.
Game-Based Assessment Revisited — Nov 6, 2019
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17 pages

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Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2019
ISBN
978-3-030-15568-1
Pages
85 –102
DOI
10.1007/978-3-030-15569-8_5
Publisher site
See Chapter on Publisher Site

Abstract

[Game-based learning environments (GBLEs) are appealing because of their potential as motivational learning tools, and to date, many different motivational constructs have been investigated. Within this literature, there has been particular emphasis paid to the construct of intrinsic motivation. However, wide variation in the operationalization of intrinsic motivation as well as the employment of numerous brief and unstandardized questionnaires in the assessment of intrinsic motivation has led to a lack of clarity across studies. The purpose of this paper is to examine how researchers have implemented and assessed intrinsic motivation in GBLEs. Agreeing upon definitional and measurement approaches for intrinsic motivation in GBLEs may be a crucial step in understanding the attraction of games and the effectiveness of instruction. The study of intrinsic motivation in GBLEs is an emerging endeavor and going forward we recommend a more focused and consistent operationalization of the construct across studies but broader consideration of its measurement.]

Published: Nov 6, 2019

Keywords: Motivation; Intrinsic motivation; Game-based learning environment; Assessment; Flow theory; Self-determination theory

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