Self-Determination Theory and Teacher Motivation: Impact of Digital Game Features in Secondary Math Technology Integration (Poster 36)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Student Emotions, Motivation, and Teacher-Student Dynamics

Abstract

With the growing number of digital games used in educational contexts, it's critical to understand what motivates teachers to choose different games for their math instruction. This study examines: (1) What factors influence teachers' motivation for integrating games into mathematic instruction, and (2) How are these features represented in commonly used digital games. Using data from 115 local secondary math teachers with an open-ended survey on their technology integration, a content analysis of the features of digital games highlights the connection between self-determination theory and their preference for using certain games. Additionally, a thematic analysis of these games shows distinct patterns between gamified and serious games. The paper concludes with educational implications and recommendations for future research.

Authors

• Yiran Lin, McGill University

• Nikki G. Lobczowski, McGill University