Students' Perceived Competence and Extrinsic and Intrinsic Motivation in a Physics Educational Game

• In Event: Instructional Technology SIG Poster Session 2: Instructional Technology in Higher Education and Corporate Settings

Abstract

In this study, we explored the effects of learning supports on students’ perceived competence (i.e., self-perception of game performance) and the effects of a free-choice condition (e.g., students choose which level they want to play versus a condition with a predetermined sequence of levels) on intrinsic motivation. Results showed that different learning supports produced different effects on perceived competence. For example, learning supports designed to explain the connection between content knowledge and game solutions significantly predicted perceived competence. However, hints (i.e., supports that direct students to the correct path without revealing the solution) had a negative effect on perceived competence. Further, there was no significant effect of free-choice condition on intrinsic motivation. We conclude with a discussion for future research.

Authors

• Renata Kuba, Florida State University – Tallahassee

• Valerie J. Shute, Florida State University

• Seyedahmad Rahimi, University of Florida