ERIC Number: EJ1462590
Record Type: Journal
Publication Date: 2025-Mar
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Available Date: 2024-09-02
Motivational Incentives in the Context of Online Game-Based Formative Assessment and Improved Student Learning Performance
Ying-Lien Lin1; Wei-Tsong Wang1; Chih-Chen Kuo1; Pi-Hsin Chen1
Education and Information Technologies, v30 n4 p4669-4694 2025
This study explores the factors influencing students' online game-based learning (OGBL) performance. At present, motivating students to engage in learning actively represents a significant challenge faced by teachers and other stakeholders. Additionally, the findings of a variety of OGBL studies have been inconsistent or contradictory, particularly regarding virtual rewards. This study integrates self-determination theory and flow theory as a theoretical basis for analyzing data collected from 105 undergraduate students using a quasi-experimental design and the partial least square structural equation modeling (PLS-SEM) approach. The results reveal that students' intrinsic motivation positively influences their enjoyment and focused attention. Autonomous motivation positively influences their learning performance. Furthermore, intrinsic motivation and focused attention are critical mediators in the proposed research model. The findings of this study contribute to the application of self-determination theory and flow theory in the OGBL context and provide suggestions for teachers and stakeholders with regard to promoting students' learning.
Descriptors: Formative Evaluation, Incentives, Game Based Learning, Electronic Learning, Technology Uses in Education, Student Improvement, Academic Achievement, Student Motivation, Active Learning, Learner Engagement, Barriers, Undergraduate Students, Student Attitudes, Personal Autonomy
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1National Cheng Kung University, Department of Industrial and Information Management, Tainan City, Taiwan