東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Differences in motivation and game s...

Harmon, Joseph Lee.

FindBook

Google Book

Amazon

博客來

Differences in motivation and game scores between middle school students completing digital game-based learning tasks with and without supports of autonomy and structure.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Differences in motivation and game scores between middle school students completing digital game-based learning tasks with and without supports of autonomy and structure./
作者:	Harmon, Joseph Lee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	183 p.
附註:	Source: Dissertations Abstracts International, Volume: 78-03, Section: A.
Contained By:	Dissertations Abstracts International78-03A.
標題:	Educational technology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10142030
ISBN:	9781339973531

Differences in motivation and game scores between middle school students completing digital game-based learning tasks with and without supports of autonomy and structure.
Harmon, Joseph Lee.

Differences in motivation and game scores between middle school students completing digital game-based learning tasks with and without supports of autonomy and structure. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 183 p.

Source: Dissertations Abstracts International, Volume: 78-03, Section: A.

Thesis (Ed.D.)--Liberty University, 2016.

The purpose of this study was to determine the effect of autonomy and structure support on intrinsic motivation (IM), the facilitators of IM, and game scores during digital game-based learning (DGBL) tasks. The sample included 222 students in sixth, seventh, and eighth grade classrooms. Three instruments from the Intrinsic Motivation Inventory (IMI) were utilized during the study: (a) Perceived Choice; (b) Perceived Competence; and (c) Interest/Enjoyment. A quasi-experimental static-group comparison model research design was used to test the differences in perceived autonomy, perceived competence, interest/enjoyment, and game scores between four groups of middle school students completing online learning games in their social studies classes. One-way analyses of variance (ANOVA) were used to measure the difference in means of the three subscales on the IMI between the groups, and the difference in means in average overall game scores. The IMI was delivered via Google Forms and game scores were collected from the gaming website. The results of the study revealed that facilitators of IM are affected by teacher support prior to completing DGBL tasks, which in turn influences students overall interest and enjoyment. Teacher support or non-support, however, had no effect on game-scores. Upon analysis of the data, the researcher rejected the null hypotheses that there is no statistical difference in perceived choice, perceived competence, and interest/enjoyment between groups receiving varying supports or non-supports from their teachers prior to gameplay. However, the researcher failed to reject the null hypothesis that there is no statistical difference in game-scores amongst these same groups. Further research is needed to determine the ways in which motivation and achievement is fulfilled within the DGBL environment.

ISBN: 9781339973531Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Autonomy

Differences in motivation and game scores between middle school students completing digital game-based learning tasks with and without supports of autonomy and structure.
LDR:03150nmm a2200397 4500 001 2399519
005 20240916075356.5
006 m o d
007 cr#unu||||||||
008 251215s2016 ||||||||||||||||| ||eng d
020 $a 9781339973531
035 $a (MiAaPQ)AAI10142030
035 $a (MiAaPQ)liberty:11599
035 $a AAI10142030
040 $a MiAaPQ $c MiAaPQ
100 1 $a Harmon, Joseph Lee. $3 3769492
245 1 0 $a Differences in motivation and game scores between middle school students completing digital game-based learning tasks with and without supports of autonomy and structure.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 183 p.
500 $a Source: Dissertations Abstracts International, Volume: 78-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Holder, David E.
502 $a Thesis (Ed.D.)--Liberty University, 2016.
520 $a The purpose of this study was to determine the effect of autonomy and structure support on intrinsic motivation (IM), the facilitators of IM, and game scores during digital game-based learning (DGBL) tasks. The sample included 222 students in sixth, seventh, and eighth grade classrooms. Three instruments from the Intrinsic Motivation Inventory (IMI) were utilized during the study: (a) Perceived Choice; (b) Perceived Competence; and (c) Interest/Enjoyment. A quasi-experimental static-group comparison model research design was used to test the differences in perceived autonomy, perceived competence, interest/enjoyment, and game scores between four groups of middle school students completing online learning games in their social studies classes. One-way analyses of variance (ANOVA) were used to measure the difference in means of the three subscales on the IMI between the groups, and the difference in means in average overall game scores. The IMI was delivered via Google Forms and game scores were collected from the gaming website. The results of the study revealed that facilitators of IM are affected by teacher support prior to completing DGBL tasks, which in turn influences students overall interest and enjoyment. Teacher support or non-support, however, had no effect on game-scores. Upon analysis of the data, the researcher rejected the null hypotheses that there is no statistical difference in perceived choice, perceived competence, and interest/enjoyment between groups receiving varying supports or non-supports from their teachers prior to gameplay. However, the researcher failed to reject the null hypothesis that there is no statistical difference in game-scores amongst these same groups. Further research is needed to determine the ways in which motivation and achievement is fulfilled within the DGBL environment.
590 $a School code: 1052.
650 4 $a Educational technology. $3 517670
650 4 $a Middle school education. $3 969762
653 $a Autonomy
653 $a Competence
653 $a Game-based learning
653 $a Motivation
653 $a Self-determination theory
690 $a 0450
690 $a 0710
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertations Abstracts International $g 78-03A.
790 $a 1052
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10142030