Empirische Arbeit: Motivationsprofile bei Verwendung eines Lernspiels zur Messung des Bruchverständnisses in der Schule – Eine latente Profilanalyse

Abstract

Educational games are becoming increasingly important to foster motivation in schools. In a field study with 256 seventh-grade students, we evaluated whether a digital learning game for assessing fraction understanding allows i) replication of fundamental effects of numerical cognition research and ii) the evaluation of motivation profiles when using the game. Validity of the learning game was demonstrated by replicating both the specific association of performance in the game and mathematics school grades as well as the numerical distance effect. Using latent profile analysis we identified three groups of students who differed in terms of self- and externally determined motivation as well as their perceived positive affect during playing the game. As expected, self-regulated pupils spent more time playing the game and reported most positive player experience. In sum, these results specify the motivational possibilities of (digital) games in school.