Abstract
People who have played games have often experienced the process of being fully absorbed by the task, or Flow. Engaged students experience aroused pleasure that is synonymous with intrinsic motivation. This study (N=160) looks at whether the game-derived motivation continues to impact students’ interest toward the subject matter at the end of the course, and whether it impacts their extrinsic motivation. In several college level courses where learning technology is the focus in class, we found a significant difference between the students’ intrinsic motivation and achievement scores when they have had game-based activities in class as compared to traditional non-game-based learning activities. Authors discuss the corresponding implications, as well as the implications for our results showing no significant difference in the participants’ extrinsic motivation and course satisfaction.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
