The interplay of rewards and competition in digital game-based learning: Effects on intrinsic motivation, game performance and behaviors, and computational thinking

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-09-03 DOI:10.1016/j.learninstruc.2024.101995

Ching-Huei Chen , Kun Huang

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引用次数: 0

Abstract

Although there is controversy surrounding rewards and competition in education, they are key elements in digital game-based learning (DGBL). Research on the influence of rewards and competition in DGBL often yields mixed results, suggesting a need to investigate individual game elements and their interactions. This study implemented DGBL focusing on computational thinking (CT) in 7th-grade classes. Both quantitative and behavioral data were collected to understand the impact of rewards (power-up or customization) and competition (with or without) on students’ intrinsic motivation, game performance, behaviors, and CT skills. The findings uncovered significant interactions between rewards and competition. Students with both competition and power-up rewards achieved the highest game points but the lowest CT performance, whereas those exposed to the same power-up rewards without competition attained the lowest game points but the best CT performance. Implications are drawn for DGBL research and practice.

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数字游戏式学习中奖励与竞争的相互作用：对内在动机、游戏表现和行为以及计算思维的影响

尽管围绕教育中的奖励和竞争存在争议，但它们却是基于数字游戏的学习（DGBL）中的关键要素。有关奖励和竞争在 DGBL 中的影响的研究往往结果不一，这表明有必要对单个游戏元素及其相互作用进行调查。本研究在七年级班级实施了以计算思维（CT）为重点的 DGBL。研究收集了定量数据和行为数据，以了解奖励（增强或定制）和竞争（有或无）对学生内在动机、游戏表现、行为和计算思维能力的影响。研究结果发现，奖励和竞争之间存在明显的相互作用。同时获得竞争和强化奖励的学生游戏得分最高，但 CT 表现最低；而获得同样强化奖励但没有竞争的学生游戏得分最低，但 CT 表现最好。该研究为 DGBL 研究和实践提供了启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.