The Counterproductive Effects on Learning Achievement and Intrinsic Motivation for Ludicization as an Online Learning Pedagogy Involving Game Elements

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Online Pedagogy and Course Design Pub Date : 2022-01-01 DOI:10.4018/ijopcd.309080

Qi Zhang, Zhonggen Yu

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引用次数: 0

Abstract

This study investigated the actual efficiency of ludicization, a game-related pedagogy that integrates game elements with online learning based on ludic metaphorization of educational contexts, by identifying whether it exerts counterproductive effects on learning achievement and intrinsic motivation. This study involved adapted versions of CET-6 (College English Test-6) and Harter's intrinsic motivation scale to assess learning achievement and intrinsic motivation, respectively. ANCOVA revealed that ludicization showed counterproductive effects on posttest scores (N = 36, M = 62.910, SD = .865) compared with the control group (N = 36, M = 63.937, SD = .865). ANOVA suggested that ludicization exerted counterproductive and insignificant effects on intrinsic motivation-related subscales: challenge, curiosity, and independent mastery. The main conclusion was that ludicization would exert insignificant or even counterproductive effects on learning achievement and intrinsic motivation. These findings implied that we should not take positive effects of game-related pedagogies for granted.

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游戏化在线学习教学法对学习成绩的反生产效应及内在动机

ludicization是一种基于教育情境的滑稽隐喻，将游戏元素与在线学习结合起来的游戏相关教学法，本研究通过确定它是否会对学习成就和内在动机产生反作用，调查了ludicization的实际效率。本研究采用改编版大学英语六级(CET-6)和哈特内在动机量表分别评估学习成就和内在动机。ANCOVA结果显示，与对照组(N = 36, M = 62.910, SD = 0.865)相比，滑稽化对后测成绩有反效果(N = 36, M = 63.937, SD = 0.865)。方差分析表明，滑稽化对内在动机相关的子量表:挑战、好奇心和独立掌握产生了反生产和不显著的影响。主要结论是，滑稽化对学习成绩和内在动机的影响不显著，甚至会产生反效果。这些发现表明，我们不应该想当然地认为与游戏相关的教学方法会产生积极影响。

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

International Journal of Online Pedagogy and Course Design EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The mission of the International Journal of Online Pedagogy and Course Design (IJOPCD) is to provide a platform for the latest research, analysis, and development of online education, effective online teaching methods, and course design. IJOPCD covers the pedagogical design aspects of science education and computing education, as well as courses supported by educational technologies. Targeting academic researchers and educators who work in the field, this journal focuses on the importance of developments in online course design and teaching methods to improve teachers’ teaching and students’ learning. Researchers are encouraged to submit cross-disciplinary, high-quality syntheses that are interesting, beneficial, and apprehensible to all those interested in or teaching science and related disciplines. Topics to be discussed in this journal include (but are not limited to) the following: -Adoption of e-learning -Best practices in computing education -Best practices in science education -Blended learning -Computer-mediated communication -E-learning -Emerging technologies -Evaluation of learning technology systems -Evaluation of online learning effects -Learning management systems -Multimedia and interactive learning systems -Online course design -Online learners’ behavior -Pedagogy and teaching with technology -Virtual reality environments -Web-based teaching methods