You are here:

The effects of fantasy in an educational game via interest, intrinsic motivation, and storytelling on student’s academic achievements: A path analysis
PROCEEDINGS

, Daejeon Metropolitan Office Of Education /Korea National University of Education, Korea (South) ; , Korea National University of Education, Korea (South)

AACE Award

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

The purpose of this study is to explore the effects of fantasy in educational game on student academic achievement. For this purpose, a MMORPG, Norischool was used. The participants, consisting of third graders, played the game until they all reached the one level to ensure that they have the same gaming ability prior to gaming for the study. The operational definition of fantasy in game based learning was set as independent variables. Interest, intrinsic motivation, and storytelling were set as mediating variables, and academic achievement was chosen as a dependent variable. The path between fantasy in educational game and academic achievement by mediating interest, intrinsic motivation, and storytelling were discovered. Interest, intrinsic motivation, and storytelling which are the mediating variable, affects the academic achievement. These results imply that an educational game playing in conjunction with fantasy can be an effective way to increase students’ performance in learning.

Citation

Seo, H.J. & Baek, Y. (2010). The effects of fantasy in an educational game via interest, intrinsic motivation, and storytelling on student’s academic achievements: A path analysis. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2056-2063). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2023 from .

Keywords

References

View References & Citations Map
  1. Alexander, P.A., Murphy, P.K., Woods, B.S., Duhon, K.E., & Parker, D. (1997). College instruction and concomitant changes in students' knowledge, interest, and strategy use: A study of domain learning. Contemporary Educational Psychology, 22, 125-146.
  2. Amabile, T.M., Hill, K.G., Hennessey, B.A., & Tighe, E.M. (1994). The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66(5), 950-967.
  3. Asgari, M., & Kaufman, D. (2004). Intrinsic Motivation and Game Design. Paper presented at the 35th Annual Conference of the
  4. Caughey, J.L. (1984). Imagery Social Worlds: A Cultural Approach. Lincoln. NE, University of Nebraska Press.
  5. Consedine, N.S., Magai, C., & King, A.R. (2004). Deconstructing positive affect in later life: A differential functionalist analysis of joy and interest. International Journal of Aging and Human Development, 58, 49-68.
  6. Cordova, D.I. (1993). The effects of personalization and choice on students’ intrinsic motivation and learning. Ph.D. Dissertation, Stanford University.
  7. Cordova, D.I., & Lepper, M.R. (1996). Intrinsic motivation and the process of learning: beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology. 88 (4) 715-730.
  8. Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books.
  9. Dorothe, B., Dolores, P., & Michael C. (2007). Motivation, Interest, And Positive Affect In Traditional And Nontraditional Undergraduate Students. Adult Education Quarterly, 57(2), 141-158
  10. Fein, G. (1987). Pretend Play: Creativity and Consciousness. Curiosity, Imagination, and Play, Gorlitz, D. & J. Wohlwill, Eds. Hillsdale, NJ: Erlbaum.
  11. Hidi, S. (2000). An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J.M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 373-404). San
  12. Hume, K. (1984). Response to reality in western literature, Fantasy and mimesis. New York: Methuen Inc.
  13. Seo, H.J., & Baek, Y.K. (2009). Fantasy in educational game; they can go together? Workshop proceedings of the 17th International Conference on Computers in Education2009, November 30-December 4 2009, Hong Kong
  14. Izard, C.E. (1977). Human emotions. New York: Plenum.
  15. Izard, C.E. (1993). The psychology of emotions. New York: Plenum.
  16. Izard, C.E., Libero, D.Z., Putnam, P., & Haynes, O.M. (1993). Stability of emotion experiences and their relations to traits of personality. Journal of Personality and Social Psychology, 64, 847-860.
  17. Leslie, A.M. (1987). Pretense and representation: The origins of "Theory of Mind". Psychological Review, vol. 94, pp. 412-422.
  18. Merckelbach, H., Horselenberg, R., & Muris, P. (2001). The Creative Experiences Questionnaire: a brief self-report measure of fantasy proneness. Personality and Individual Differences 31, 987-995.
  19. Malone, T., & Lepper, M. (1987). Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning, in Aptitude, Learning and Instruction: III. Cognitive and affective process analyses, R.E. Snow and M.J. Farr (Eds), Erlbaum: Hillsdale.
  20. Rieber, L.P. (2001). Designing learning environments that excite serious play. Proceedings of the Annual Conference of the
  21. Schiefele, U. (1991). Interest, leaming, and motivation. Educational Psychologist, 26, 299-323.
  22. Tolkien, J.R.R. (1961). The Tolkien Reader: on fairy stories. Ballantine.
  23. Turner, V. (1981). Social dramas and stories about them. On Narrative, Mitchell, W.J.T., Ed. Chicago: University of Chicago Press.
  24. Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L., & Lacante, M. (2004). Less is sometimes more: Goal content matters. Journal of Educational Psychology, 96, 755-764.
  25. Whiting, B., & Whiting, J. (1975), Children of Six Cultures. Cambridge, MA: Harvard University Press.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References