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Motivational Factors of Game-based Learning for Urban Students: A Relational Approach in Game Design
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, FCBOE, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Researchers have revealed that educational games did not always provide positive results in mathematics (Panoutsopoulos & Sampson, 2012). While many educational games apply flow theory (Csikszentmihalyi, 1975) to integrate competence and enjoyment in game design, low SES urban students do not feel motivated by fantasy world or competitive challenges. This study hypothesizes that urban students, who are normally not motivated to learn math, need the feeling of belongingness and connectedness prior to competitiveness and fantasy in educational games, based on the self-determination theory that relatedness plays the critical role to internalize extrinsic motivation in the social context (Ryan & Deci, 2000). An experimental study is designed to examine the motivational factor of relatedness in a math game for urban students. The game will integrate socially relevant worlds and personally related activities in design. The result will be analyzed to study the special needs of urban students in game-based learning.

Citation

Liu, Y. (2015). Motivational Factors of Game-based Learning for Urban Students: A Relational Approach in Game Design. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2710-2716). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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