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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Vydáno v:	Educational technology research and development Ročník 62; číslo 5; s. 481 - 505
Hlavní autoři:	Proske, Antje, Roscoe, Rod D., McNamara, Danielle S.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	New York Springer Science + Business Media 01.10.2014 Springer US Springer Springer Nature B.V
Témata:	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
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Popis
Shrnutí:	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.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1042-1629 1556-6501
DOI:	10.1007/s11423-014-9349-2