Game-based practice versus traditional practice in computer-based writing strategy training: effects on motivation and achievement

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 ve...

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Bibliographic Details
Published in:Educational technology research and development Vol. 62; no. 5; pp. 481 - 505
Main Authors: Proske, Antje, Roscoe, Rod D., McNamara, Danielle S.
Format: Journal Article
Language:English
Published: New York Springer Science + Business Media 01.10.2014
Springer US
Springer
Springer Nature B.V
Subjects:
Academic achievement
Behavioral Objectives
Computers
Education
Educational Games
Educational Technology
Games
Implementation maturity model
Instructional Materials
Learner Engagement
Learning
Learning and Instruction
Learning motivation
Motivation
Motivation research
Posttests
RESEARCH ARTICLE
Strategy knowledge
Student Motivation
Teaching methods
Writing
Writing instruction
Writing strategy instruction
Serious games
Game-based learning
ARCS model
ISSN:1042-1629, 1556-6501
Online Access:Get full text
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Summary: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.
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-014-9349-2