An empirical analysis of ‘challenge’ as a motivational factor for educational games
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An empirical analysis of ‘challenge’ as a motivational factor for educational games
- 1. An empirical analysis of ‘challenge’ as a motivational factor for educational games Conor Linehan * , Ben Kirman * , Bryan Roche # * Lincoln Social Computing Research Centre # NUI Maynooth
- 18. Results
Hinweis der Redaktion
- List of elements that seem to be necessary in games, or that presumably make games excellent teaching tools. Goals, potential for corrective feedback, structure & mastery criterions, ------- to fantasy narrative (other stuff from gee). Why are we not trying to systematically investigate how they work – how they engage people and maintain that engagement?
- playing games is fun only if a sufficient proportion of the games challenges are mastered by the player
- Challenge & flow are very abstract terms. Witho9ut some concrete guidance on what they require, its very difficult to design for them
- This is the crux of the matter. The reason for the experiment. (i.e., the whole reason why games have been proposed as useful educational tools in the first place).
- Not time here to discuss advantages of BA in analysing & designing games
- …… .explained issues as diverse as employee absenteeism (Redmon & Lockwood, 1986), teen pregnancy (Bulow & Meller, 1998), classroom behaviour (Billington & DiTommaso, 2003) and, interestingly for the current study, the tactics of American Football games (Reed, Critchfield & Martens, 2006).
- There will be games that they score very high on and those that they score very low on
- it is possible that participants chose to re-play games based not on their success at that game, but based on some more basic feature of game-play, such as the number of stimuli presented or the speed of presentation. BUT From examination of graph it does not appear that the particular physical features of any of the six game types presented were sufficient to influence the choice of game made in stage 2 of the experiment
- This finding is particularly surprising in light of literature of ‘appropriate challenge’ and ‘flow’
- So, for half of the participants, an ‘appropriate level of challenge’ appeared to constitute complete mastery of that game.
- – a level where they accomplish most but not all challenges on their first attempt -