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Applying motivation theory to the design of game-based learning environments. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 83-91 (2015).
Summary: Although there has been a wealth of research exploring motivation within game-based learning environments, few of these studies employ frameworks that are grounded in well-established theories of motivation. This chapter brings a rigorous theoretical framework for motivation to the study and design of a game-based learning environment. First, we outline a key motivation construct that has potential value for the design of game-based learning environments ‒ {\it A. Wigfield} and {\it J. Eccles}’s expectancy-value theory [“Expectancy-value theory of motivation", Contemp. Educ. Psychol. 25, No.1, 68‒81 (2000; \url{doi:10.1006/ceps.1999.1015})]. We then provide a description of a game whose design was informed by this motivational theory, where the game was intended to promote students’ interest in and motivation to pursue science, technology, engineering, and mathematics (STEM) careers.
Classification: U70 A20 R80 M50 D50
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