The Learning Process in Live-Action Simulation Games: The Impact of Personality, Motivation, Immersion, and Flow on Learning Outcome in a Simulation Game.

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Anna K. Preuß
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引用次数: 1

Abstract

Background Against the backdrop of the cognitive-motivational process model proposed by Vollmeyer and Rheinberg (1998), this study investigates how the personality trait need for cognition in combination with a specific situation (short and long version of a live-action simulation game), current motivation, and immersion and flow (mediators) predict the learning outcome in the simulation game EVERYDAY LIFE IN THE CLASSROOM (Starker & Imhof, 2014). Methods N = 138 teacher students played the short 2-hour version of the simulation game, and N = 77 played the long 2-day version. Need for cognition, current motivation, immersion, flow, and learning outcome were measured by self-report questionnaires. Results A hierarchical regression analysis was used to determine the impact of the predictor variables (need for cognition, current motivation, immersion, and flow) on the self-evaluated learning outcome. For the 2-hour group, the predictor variables interest, challenge, and immersion (subscale: engagement) impacted self-reported learning outcome significantly positive. For the 2-day group, significant predictors were need for cognition, interest, and immersion (subscale: engrossment). In comparison of the two game versions, students playing the 2-day version reported significantly higher levels of engagement, engrossment, and learning outcome. Conclusion The cognitive-motivational process model of learning was partly supported: interest and immersion predict learning outcome in the live-action simulation game. The extended 2-day version of the game leads to higher levels of immersion and higher learning outcome, indicating that a longer timeframe secures the desired effects on learning outcome from simulation games. Further research needs to shed light on the interaction of personality traits and immersion.
真人模拟游戏中的学习过程:个性、动机、沉浸感和心流对模拟游戏学习结果的影响
背景在Vollmeyer和Rheinberg(1998)提出的认知动机过程模型的背景下,本研究调查了人格特质如何结合特定情况(真人模拟游戏的长短版)、当前动机,沉浸和流动(中介)预测模拟游戏《教室里的日常生活》中的学习结果(Starker&Imhof,2014)。方法138名师生玩短2小时版模拟游戏,77名师生玩长2天版模拟游戏。认知需求、当前动机、沉浸感、流动性和学习结果通过自我报告问卷进行测量。结果采用层次回归分析来确定预测变量(认知需求、当前动机、沉浸感和流量)对自我评估学习结果的影响。对于2小时组,预测变量兴趣、挑战和沉浸感(分量表:参与度)对自我报告的学习结果有显著的正向影响。对于2天组,重要的预测因素是认知、兴趣和沉浸感的需求(分量表:全神贯注)。与两个游戏版本相比,玩两天版本的学生表现出更高的参与度、专注度和学习效果。结论学习的认知动机过程模型得到了一定的支持:兴趣和沉浸感可以预测真人模拟游戏的学习结果。延长的2天版本的游戏带来了更高的沉浸感和更高的学习结果,这表明更长的时间框架确保了模拟游戏对学习结果的预期效果。进一步的研究需要阐明人格特征和沉浸感之间的相互作用。
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来源期刊
SIMULATION & GAMING
SIMULATION & GAMING EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
5.00%
发文量
35
期刊介绍: Simulation & Gaming: An International Journal of Theory, Practice and Research contains articles examining academic and applied issues in the expanding fields of simulation, computerized simulation, gaming, modeling, play, role-play, debriefing, game design, experiential learning, and related methodologies. The broad scope and interdisciplinary nature of Simulation & Gaming are demonstrated by the wide variety of interests and disciplines of its readers, contributors, and editorial board members. Areas include: sociology, decision making, psychology, language training, cognition, learning theory, management, educational technologies, negotiation, peace and conflict studies, economics, international studies, research methodology.
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