The Impact of Trace Data and Motivational Self-Reports on Performance and Learning in Educational Games

• In Event: AERA Poster Session 4
  In Poster Session: Motivation in Education SIG Poster Session: Motivation in STEM Contexts

Abstract

Self-report measures of achievement goals and situational interest have been observed to impact academic achievement, however, it is unclear how these self-reports impact both performance in a game-based learning environment (GBLE) and content knowledge. This study examined the relationship between children’s self-motivational reports and in-game behaviors of engagement and how both types of motivational measures impact in-game efficiency and science knowledge. Fifth-grade students (N = 792) played Crystal Island - Uncharted Discovery, a science GBLE for six fifty-minute sessions. Results showed that self-reports of achievement goals and interest failed to predict behaviors of in-game engagement, and were not as effective as in-game behaviors in predicting performance and content learning. Implications for the use of GBLEs in educational contexts are discussed.

Authors

• Samira Syal, North Carolina State University

• John L. Nietfeld, North Carolina State University