游戏式学习中的成就目标指导对学生成就目标、成绩和成就情绪的影响

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yuanyuan Hu , Pieter Wouters , Marieke van der Schaaf , Liesbeth Kester
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引用次数: 0

摘要

背景成就目标指令是指事先为学习者指定成就目标的指令,如强调 "尽可能多地学习 "的掌握型目标指令和强调 "成为最好的玩家 "的表现型目标指令。成就目标指令可以诱发特定的学习目标,但目前还不清楚哪种成就目标指令最适合基于游戏的学习中的动机、认知和情感、样本参与者为中学生(N = 450)。方法采用 2 × 2 因子设计,以掌握目标指示(是,否)和成绩目标(是,否)为因子,将参与者随机分配到四个条件之一:掌握目标指示条件、成绩目标指示条件、掌握目标指示和成绩目标指示组合条件以及对照条件。结果回归分析表明,掌握目标指示和成绩目标指示没有相互作用。掌握方法目标指导对掌握方法目标没有影响。绩效目标指导促进了更高的绩效目标和更高的心理努力,但降低了测验后的成绩。结论我们得出结论,在基于游戏的学习中,成就目标指导对认知和动机结果的影响是不同的。教育者最好考虑成就目标指导和学习者先前的掌握-学习目标。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The effects of achievement goal instructions in game-based learning on students’ achievement goals, performance, and achievement emotions

Background

Achievement goal instructions are instructions that assign the learners’ achievement goals beforehand, such as mastery-approach goal instructions that emphasize “to learn as much as possible” and performance-approach goal instructions that emphasize “to be the best player”. Achievement goal instructions can induce specific goals in learning, but it is unclear which achievement goal instruction is best for motivation, cognition, and emotion in game-based learning.

Aims

The purpose of this paper is to investigate 1) how achievement goal instructions affect motivation (i.e., achievement goals), cognition (i.e., mental effort and performance), and emotion (i.e., achievement emotions) in chemistry game-based learning and 2) whether prior achievement goals moderate the effects of achievement goal instructions.

Sample

Participants were secondary school students (N = 450).

Methods

In a 2 × 2 factorial design with the factors mastery-approach goal instructions (yes, no) and performance-approach goals (yes, no), participants were randomly assigned to one of the four conditions: mastery-approach goal instructions condition, performance-approach goal instructions condition, combined mastery-approach and performance-approach goal instructions condition, and control condition.

Results

Robust regression analysis revealed that mastery-approach goal instructions and performance-approach goal instructions did not interact. Mastery-approach goal instructions had no effects on mastery-approach goals. Performance-approach goal instructions promoted higher performance-approach goals and higher mental effort but lower posttest performance. Prior mastery-approach goals moderated the effects of achievement goal instructions on mental effort.

Conclusions

We conclude that achievement goal instructions in game-based learning affect cognitive and motivational outcomes differently. Educators would do well to consider achievement goal instructions and learners’ prior mastery-approach goals.

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来源期刊
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.
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