This presentation has been presented on ICoME 2016 (International Conference for Media in Education) at Kyoto University of Foreign Studies, Kyoto, Japan, on August 18-20, 2016.

1. THE EFFECTS OF USING GAME IN
COOPERATIVE LEARNING STRATEGY
ON LEARNING OUTCOME OF STUDENTS
WITH DIFFERENT LEARNING MOTIVATIONS
Eva Handriyantini - I Wayan Ardhana - Punadji Setyosari - I Nyoman Sudana Degeng
eva@stiki.ac.id - w_ardhana@yahoo.com - pun_pasca@yahoo.com - sudana_daniel@yahoo.com

2. A game is a situation
where the participants’ payoffs
depend not only on their decisions,
but also on their rivals’ decisions.

3. GAME
Educational
Leisure Games
Leisure
Games
Educational
Games
Source : Ulicsak, M., Wright, M., & Cranmer, S. 2009. Gaming in families: A literature review. A Futurelab report

4. FOUR ELEMENTS TO DESCRIBE A GAME
Players;
Rules: when each player moves, what
are the possible moves, what is known
to each player before moving;
Outcomes of the moves;
Payoffs of each possible outcome: how
much money each player receive for any
specific outcome.

5. ELEMEN
GAME
FUN
SOUNDS &
GRAPHICS
TYPE of
GAME
GAME
STORY
TECHNOLOGY

6. USING
EDUCATIONAL
GAME
• Kebritchi et. al.(2008)
• Gee (2003), Randel,
Morris, Wetzel, &
Whitehill (1992)
• Malone (1981)
• Squire 2005
MOTIVATION
LEARNING
• Lepper & Malone (1987)
• Habgood et. al.(2005)
• Malone (1981)
• Reiber (1996))
INTERACTION
BETWEEN
GAMES &
MOTIVATION
LEARNING
• Betz (1995)
• Malone (1981)
• Moreno (2002)
• Quinn (1994)
• Amory et. al. (1999)
• Moreno (2002)
Literature Study

7. Research Design & Methods
SUBJECT :
4th grade primary school
students
PROCEDURE:
2 classes (Class A – Experiment,
Class B – Control); Time of
Treatment : 10 times;
Mathematics subject: angle;
largest common divisor; integers
INSTRUMENTS :
Motivated Strategies for
Learning Questionnaire
(MSLQ) (Pintrich et. al, 1991);
pretest/posttest

8. Motivated Strategies for Learning
Questionnaire (MSLQ)VALUE
Intrinsic Goal
Orientation
Extrinsic Goal
Orientation
Task Value
EXPECTANCY
Control Beliefs
Self-Efficacy
Performance
AFFECT
Test anxiety
(Pintrich et. al., 1991)

9. Pictures

10. Results
USING GAME
• The average score of learning result of student group who use cooperative learning game
is 81.43, and it has significant difference if this average score is compared to average
score of student group who do not use game is 69.33.
LEARNING MOTIVATION
• The average score of learning result between treatment group who have low learning
motivation is 69.86, and it has significant difference compared to average score of
learning result between treatment group who have high learning motivation is 77.76
INTERACTION BETWEEN USING GAME & LEARNING MOTIVATION
• The average score of student group who use cooperative learning game and have low
learning motivation (experiment*low) is higher (average 74.67) compared to student
group who do not use cooperative learning game and have high learning motivation
(Control *High) (average 71.8).
• The average score for student group who do not use cooperative learning game and have
high learning motivation (control *high) is relatively higher compared to average score of
student group who do not use cooperative learning game and have low learning
motivation (control * low) (average 66.15)

11. eva@stiki.ac.id