Against the One-Size-Fits-All Model: Designing Games for Learning to Support Students With Varying Academic Motivation

• In Event: Playing to Learn: Tech-Based Games and Cognitive Processes

Abstract

This paper examined discrepant effectiveness of game design features (offering an incentive to seek feedback and providing different degrees of scoring rules explanations) on math achievement based on students’ academic self-efficacy, math self-concept, and preferences for competitive or cooperative learning environments. Results indicate that providing an incentive to use feedback had a significant positive impact on math achievement for students with low levels of self-efficacy and math self-concept as well as those who have a low preference for either competitive or cooperative learning situations (d = .73-.90), but not for those students with higher levels of these academic variables. Simply providing an explanation of the scoring rules was not effective.

Author

• Girlie C. Delacruz, University of California - Los Angeles