We Need a Game Plan: Relations Among Coaching Style, Need Satisfaction, Motivation, and Disordered Eating

This research study investigates the effect an online marketing simulation game had on Technical and Further Education (TAFE) Marketing students’ learning; more specifically the effect participating in the game had on students’ authentic learning experiences. “Authentic learning involves [the] alignment of student learning experiences with the world for which they are being prepared” (McKenzie et al. 2002, p.427). Similarly, Driscoll (2000) describes authentic learning as the immersion of the learner in the culture of the field where they can learn from experts. Despite the considerable literature on the use of simulation games in marketing education there is little research on students’ experiences, including student perceptions of simulation games and learning. Consequently this research study investigates the experiences and perceptions of Technical and Further Education (TAFE) Marketing students participating in an online marketing simulation game addressing two research questions: (1) How does a marketing simulation game support or inhibit TAFE marketing students’ authentic learning? (2) What factors influence student authentic learning while participating in a marketing simulation game? Qualitative data captured the experiences and perceptions of twelve Technical and Further Education (TAFE) Marketing students participating in the online marketing simulation game. Two focus groups were conducted during this study: one during the simulation exercise to gain insights into the students’ experiences and perceptions “in the moment”, the second at the completion of the simulation game exercise. Observational data was collected from student and team contributions in class team meetings, observing discussions and utterances, and participation in email forums. A questionnaire was designed to collect data on students’ perception of their learning in the simulation game environment, students’ perception of the game and students’ perception of the discussion forums. To ascertain how the game supported or inhibited authentic learning, the simulation game’s tasks (participation in discussion forums and decision making tasks) and game design elements were investigated. This research drew on literature that identified authentic learning characteristics and authentic learning design requirements. The data supports the notion that elements of the game’s design were embedded in authentic contexts providing opportunities for student authentic learning. However, it was also found that other design elements appeared to inhibit authentic learning opportunities, for example the research findings suggest the discussion forums in this game needed to be designed to provide synchronous instead of asynchronous communication. Motivational, collaborative and scaffolding factors have been identified in this research that supported students’ authentic learning and others have been identified as inhibitors of authentic learning. The research has identified scaffolding to be a significant factor in influencing the authentic learning experiences of participants. Scaffolding helped develop students’ cognitive competence, encouraged students’ motivation and created and supported a collaborative environment. Scaffolding provided students with opportunities to participate in authentic learning activities. The findings suggests the facilitator could have provided more scaffolding to support less abled learners’ cognitive competence early on in the game and encourage more participation in the collaborative environment. This research, although limited in its scope, contributes to understanding factors that influence students’ authentic learning experiences in a simulation game. It also contributes to the limited research that has been conducted on students’ experiences and perceptions in relation to simulation games and learning in marketing education.

English is an international language which the existence is now highlighted, because it is a language that must be studied in this modern era. Language is a window to the world, through language we all can communicate with each other. This is one of the factors of why English must be studied and become one of the compulsory subjects tested for national exams. This study aims to develop digital board games media to improve student motivation to learn English. This study used an experimental research type, using a control group design consisting of two research groups, namely the experimental class and the control class. The control class used the conventional learning method, while the experimental class used the learning method using digital board games as media. The data collection used a student learning motivation questionnaire. The data obtained were analyzed using the independent sample t-test. The results of the student learning motivation questionnaire before using the Board Game Digital media was 52.7 and the group score after using the Board Game Digital media was 67.7. Furthermore, from the results of the calculation of the t-test on learning motivation, it shows that both groups of learning materials are 0,000 or a significance of <0.05 (0,000 <0.05). The results of the independent sample t-test for learning motivation are 0,000 or a significance of <0, 05 (0.000 <0.05) has a significant meaning in increasing student motivation. The development of digital board games media is used to increase student learning motivation in English. It is hoped that further research can improve digital board games media in other forms. The development of digital board games media is used to improve student motivation to learn English subjects, it is hoped that further research can improve digital board games media in other forms.

For people who living in Chinese culture, the Chinese character is reaching impact in life. The structure has many points and connotation. if we want know the origin of Chinese character, history of creation is first step. With the development of modern science and technology, mobile devices has become a new way of learning, it’s also bring more innovation performance for learning Chinese character, but a good learning needs favorable Learning motivation to excite learners’ interesting and reach purpose. Developing an APP game with Chinese character by the game raising Learning motivation is final goal in this study. Expected Development (1) Creation game can be used in elementary Intermediate students for Mandarin Chinese lessons (2)To elementary Intermediate students, ARCS theory combine this game in learning whether the impact of motivation. This study has three stages: first stage is design game script by literature of Chinese character、digital media and applications、Learning motivation theory, after making base of game, second stage is complete game produce with experts opinion for contents. Third stage is checking result whether samples really raise their Learning motivation after been played game. Findings of this study are as follows: (1)「Play with Chinese ~piece of animals~」assist elementary mandarin lessons, such as the evolution of the Chinese character, Chinese history and be a good teaching material. (2)The visual of game like ancient China style、photo objects fit target .(Attention and Relevance) (3)Experience of playing game may increase user's interest in learning. (Confidence and Satisfaction) (4) Game with ARCS theory making content more multiple and playable.

The proportion of individuals deemed overweight or obese has reached an all-time high globally, and eating disorder rates are also on the rise. These statistics make it even more important to understand eating beliefs and behaviours and some of their covariates that could be addressed with interventions. However, past research has tended to focus on eating motivations, beliefs, or styles that could lead to overweight and obesity, rather than focussing on those expected to be important to eating regulation and weight management, such as intuitive or mindful eating. Intuitive and mindful eating are expected to be beneficial because they are believed to be motivated by hunger and satiety cues and a respect and appreciation for the body, its needs, and how it functions. Related to these concepts, overeating regulation has also been described in other literature, which refers to an ability to minimise overeating specifically. The first general aim of this thesis was to understand whether these “adaptive” eating patterns were more than merely the absence, or lower levels of, maladaptive eating. Before this could be achieved, a measure of overeating regulation had to be created and examined for its component structure and validity. In addition, a second general aim was to investigate the correlates and predictors of intuitive and mindful eating. These aims were met by conducting four studies. Study 1 included 312 Australian university students (68% women; Mage = 22 years), whereas Studies 2-4 were drawn from a large independent sample of 2,018 women aged between 16 and 81 years (Mage = 23.1 years), with the majority (86.7%) age 30 or younger, and most (87%) university students. Study 3 limited the sample to young women between the ages of 16 and 30 years with complete data, resulting in 1,663 participants (82.4% of the full sample; Mage = 20.2 years). In Study 1, an existing eating behaviour measure (i.e., the Weight Efficacy Life-Style Questionnaire; Clark et. al., 1991) was modified with the aim of directly assessing regulation of overeating. This study involved tests of this measures’ structure and convergence with emotion regulation, mindfulness, eating pathology, gender, and age. Study 2 examined the interrelations between, and the core components of, multiple measures of adaptive and maladaptive eating approaches. Study 3 examined whether intuitive and mindful eating were uniquely associated with three disordered and restrictive weight management behaviours of dieting, bulimic symptomology, and exercise for weight or shape control, as well as a fourth outcome of general psychological well-being, beyond any effects of external and emotional eating, body dissatisfaction, and BMI on each outcome. Study 3 also assessed whether intuitive and mindful eating were indirectly associated with each outcome via lower levels of external and emotional eating. Study 4 tested an expanded acceptance model of intuitive eating which incorporated two internal sources of acceptance or personal strengths, namely self-concept clarity and self-compassion, to complement the original interpersonal or external sources of acceptance of general unconditional acceptance by others and perceived body acceptance by others. This model was also tested in relation to mindful eating. The results from the four studies suggest that (1) there is considerable covariation between operationalisations of intuitive and mindful eating, and similarity in the correlates and predictors of intuitive and mindful eating; and (2) it may be too reductionistic to view adaptive and maladaptive eating as opposite ends of the same continuum because although multiple adaptive eating measures were highly negatively correlated with several maladaptive eating measures, several other adaptive and maladaptive eating measures are better described as tapping somewhat unique attitudes, beliefs, motivations, and behaviours regarding food and eating. Implications for research, theory, and clinical practice are discussed. The current program of research highlights the complexity of eating behaviour, warranting further integration of multiple measures of eating beliefs, processes, and patterns at the conceptual and measurement levels. In particular, longitudinal research is required to determine the nuanced relationships between different eating behaviours, and the core superordinate eating styles that they may represent, as well as their impact on health and well-being, and the underlying mechanisms involved in such ways of eating. The current research findings also provide a foundation for considering how to integrate multiple fields of study related to eating, which may assist with the identification of the most critical eating behaviours or styles that will promote optimal health and well-being.

Motivating people with learning disabilities (LD) to carry out physical exercise is a difficult task. Adapted fitness games can address this problem. Yet the design characteristics of the fitness games for this particular user group have not been studied before. Combining game design guidelines and inclusive design principles, this research explores the design characteristics in six categories: purposes, user requirements study, mechanics, technology, motivations and types. A mixed-method approach has been adopted. Firstly, a case study of the development of a fitness game for LD users was conducted through 10 interviews and 3 observations, gathering insights of game designers and end users about the general design characteristics of LD fitness games. Based on the qualitative findings and a literature review, a questionnaire was generated addressing the important design characteristics in six categories. The questionnaire surveyed 235 people from both game and healthcare industries to assess their agreement to the design characteristics. By identifying critical design characteristics in each aspect, this research contextualizes and clarifies general game design literature including game development process models, fitness game design guidelines and motivation theories. The findings of the research conceptually enrich the seven inclusive design principles and clarify each principle in a context of designing for LD users. The study provides an example on how to combine qualitative and quantitative methods for comprehensive data collection in research on fitness game design. With the recognition of a large population of relevant experts, the design characteristics proposed provide game designers with a structured approach to make fitness games for LD users.

In the past two decades, there has been a steadily increasing interest in the use of games for educational purposes. This has led to an increased design, use and study of educational games; games where the players learn through playing. However, experiments with the educational use of games have not yet yielded satisfactory results with regards to learning efficacy and leveraging the motivational characteristics of entertainment games. A way of bridging the gap between educational theory and game design is to gain insight into the player’s perspective on games, and see how his opinions about games relate and can be related to learning. Such knowledge can help in constructing educational games that both have a learning impact and as a game succeed at immersing and engaging the player. This study defines critical aspects of entertainment games that cause gamers to play and replay the game, that engage them, and that motivate them to continue playing. To this end, conversations, online discussions and panel discussions were held with expert gamers. These interactions with expert gamers were then analyzed by using the grounded theory methodology. From this analysis, a theoretical framework of a player’s perspective on games was constructed, which could be used to explain which aspects of games matter from the perspective of players. This theoretical framework was then used as the foundation for developing a conceptual framework for educational game design.

Even though play has been widely recognized as a social and cultural practice where children naturally learn, evidence shows that international school practices have tended to reduce spaces for play, relegating it to nearly sporadic levels. Teaching practices in initial education have become increasingly scholastic; despite being recognized as a foundational principle, play has been left to the side of central learning activities, which may affect the development of children. For Chile, a country where standardized assessments have permeated the entire educational system, research has reported a schema of classes centered on adulthood that progressively structure and stiffen classroom activities. Play makes its appearance only as an instructional resource (instructional play), and does so with no measurable certainty of its effectiveness on impacting learning. Given such a gap in the literature regarding how teachers understand play-based education and their motivations toward implementing it at school, this work aimed to explore teacher motivations toward game-based learning in educational contexts under a mixed-methods sequential design. The first stage of the research design surveyed 221 primary education teachers (87.8 % women; average, 29.05 years ± SD 8.74; average teaching experience, 3.67 years ± SD 6.15) with the Motivation Scale for the use of educational games (Munoz & Valenzuela, 2014) based on the Expectancy Value motivational theory. In the second stage, four focus groups were formed to inquire about the conceptions that these teachers hold regarding play in school settings. Focus group participants were, in total, 29 currently-active primary education teachers (6 men, and 23 women; average age, 41 years ± SD 11.16). Quantitative results show high valuation for different components of motivation, though with significant differences. The most valued dimension corresponded to utility , while the least were expectancy and cost components. No differences were observed by sex or by years of professional experience. These results are consistent with teacher self-reports, who indicate that time, cost, and lack of knowledge in implementing games are inhibiting factors for effective inclusion in the classroom. Moreover, teachers tended not to recognize themselves as players, or engage in play with students; rather, they believe their function is to observe and monitor to maintain order. Within costs , teachers also included loss of control in the classroom as a relevant element: the freedom (or even chaos) that classroom play can lead to is seen as a threat to the teacher. Additionally, teachers have a vague, non-specific –or even idealized– conception of games. They may see play as a series of classroom activities that are decidedly not within educational play; or, even if characterizing games as spontaneous, voluntary, dynamic, and entertaining activities, do not recognize these attributes when placing games in educational contexts. Indeed, games are seen as tools rather than a methodology in itself. Some also idealize play from “the way things used to be”, arguing that children no longer know how to play and blaming new technologies as responsible for this “lack of play” in present childhood. This background highlights the need for explicit evidence-based training of future teachers in the use and incorporation of games as an educational resource.

Objective: Paediatric obsessive-compulsive disorder (OCD) is a chronic condition with lifetime prevalence estimates of 1% to 3%. It is often associated with severe disruptions of family functioning and impairment of peer relationships as well as academic performance. The OCD Expert Consensus Guidelines for treating childhood obsessive compulsive disorder recommend cognitive behaviour therapy (CBT) as the first-line treatment of choice for prepubescent children. However, availability of cognitive behaviour therapy for paediatric obsessive compulsive disorder in the community is scarce. Moreover, there is a lack of treatment approaches specifically designed for younger children who suffer from obsessive compulsive disorder. Method: In order to enhance dissemination of empirically supported treatments, the therapeutic video game Ricky and the Spider (www.rickyandthespider.uzh.ch) was developed for children between the ages of 6 and 12 who suffer from obsessive compulsive disorder. The game is not a self-help game and should be played under the guidance of a therapist. It offers a child-friendly metaphor to understand obsessive compulsive disorder and the cognitivebehavioural treatment approach by incorporating the following elements: psycho-education, the cognitive model of obsessive compulsive disorder, creating a symptom hierarchy, the use of externalizing techniques to cope with anxiety and unpleasant feelings, and exposure - response prevention exercises. The game exists in German and English. Results: Ricky and the Spider is available since January 2012 and, up to now, has been purchased by 56 child psychiatric institutions or practitioners in Switzerland, Germany and Austria. In a preliminary evaluation, 13 therapists conveyed data of 18 children with a diagnosis of obsessive compulsive disorder in whose therapy the game was used. According to their therapists, all children had enjoyed playing the game during therapy. Therapists perceived the game as helpful for the explanation of important CBT concepts and to enhance child motivation for therapy. OCD was judged as remarkably less severe in the case of fifteen children and as unchanged in one child. All 15 children who answered the questionnaire reported being satisfied their therapist had used Ricky and the Spider during treatment, and they all appreciated the game as helpful to understand their OCD. A clear limitation of the data is the small number and the lack of a control group. Conclusions: Preliminary data on the applicability and appropriateness of Ricky and the Spider show that the game seems to be well accepted by young children affected with obsessive compulsive disorder. Moreover, therapists perceive the game as helpful for the explanation of the CBT treatment approach for OCD and to enhance child motivation for treatment. However, Ricky and the Spider is only a therapeutic tool and cannot replace the therapist. As children and adolescents with obsessive compulsive disorder have a heightened risk for clinically significant psychiatric and psychosocial problems as adults, intervening early offers an important opportunity to prevent the development of longstanding problem behaviours.

‘Morphological’ and ‘semantic’ motivation are not just two types (Ullmann 1966), but two interrelated dimensions of the problem of lexical motivation. For instance, Fr. poire ‘pear’ — poirier ‘pear-tree’ expresses the same cognitive relation as the polysemy of Russ. grusa, and, at the same time, polysemy is only one formal device among others expressing cognitive relations that underlie lexical motivation. So the two dimensions of formal and cognitive relations in motivation only exist in combination. A sub-dimension of the formal aspect of motivation is the degree of formal transparency (cf. Fr. jouer ‘to play a game’ — jeu ‘game’). This factorization in different dimensions leads to a universally applicable grid for the description of lexical motivation. As a first step of a future comparative research project of lexical motivation in different languages it is applied to the 500 most frequent lexical words of French and yields a systematic motivational profile of French high-frequency vocabulary. In Section 5.3 the French pilot study is discussed in view of an approach to lexical typology which could be applied to any other language.

This research is based on the results of observations to students of class VII C SMP Negeri 2 Tegal Siwalan, indicating that 9 students still have low levels of learning motivation. This can hinder the development of students in achieving their goals and can lead to failure of learning. Therefore, the increase in student learning motivation is necessary for students. This study used pre-experimental designs with one group pre-test and post-test design. Subjects used in this study were 9 students from grade VII C SMP Negeri 2 Tegal Siwalan. The sampling technique was done by purposive sampling which only studied the students with low learning motivation. The research instrument used is the scale of learning motivation, anecdotal note, and treatment material that has been tested before the expert given to the subject. Data were analyzed by using Wilcoxon Signed Rank Test. Based on the result of the research shows (1) Student motivation before treatment has low motivation level (2) Student motivation after treatment has increased learning motivation into high category (3) Simulation game technique using to dart board media effectively improves students learning motivation. This means that is simulation game technique using the effective media dart board to improve the learning motivation of the students in grade VII C SMP Negeri 2 Tegal Siwalan Probolinggo. Keyword: Learning Motivation, Simulation Game, Dart Board

The purpose of this research is to improve student motivation by implementation of Teams Games Tournament cooperative learning model on multiplication and division learning. The type of this research is class action research that consist of 3 cycles. The subject of this research is 32 students of 2 nd grade of SDN Prawit I No.69. Data collection techniques are conducted by questioner, observation, and interview. Data analysis technique that used is interactive analysis that consist of data collection, data reduction, data display, and verification. To determine the result of student learning motivation, this research used source and method triangulation. The result of this research shows that multiplication and division learning motivation of the students are increase. First cycle result is classical pass percentage reach 37.5%, it increase at second cycle become 68.75%, and in the last cycle reach 84.38%. Based on the data analysis result, the conclusion of this research is Teams Games Tournament cooperative learning model can improve multiplication and division learning motivation of 2 nd grade student of SDN Prawit I No.69 in the academic year of 2017/2018. Implication of Teams Games Tournament cooperative learning model was conducted by five steps. They are class presentation, teams, games, tournament, and team recognition. Key word: Multiplication and Division Learning Motivation, Teams Games Tournament (TGT) Cooperative Learning Model

This thesis investigates the relationships between motivation, engagement and informal learning, with respect to digital games and adult players. Following the reconceptualisation of motivation and engagement (as forms of micro and macro level involvement respectively) three linked studies were conducted. In the first study, 30 players were interviewed via email about their gaming experiences. The resulting set of learning categories and themes drew attention to learning on a game, skill and personal level, which arose from micro-level gameplay and macro-level interaction with wider communities and resources. The second investigation consisted of eight case studies that examined how involvement and learning come together in practice. Participants were observed in the lab during two gameplay sessions and kept gaming diaries over a three week period. A method for categorising game-play breakdowns and breakthroughs (relating to action, understanding and involvement) was developed in order to analyse several hours of gameplay footage. The previous categories and themes were also applied to the data. The findings suggested a relationship between macro-involvement and player identity, which was further investigated by a third survey study (with 232 respondents). The survey helped to establish a link between identity, involvement, and learning; the more strongly someone identifies as a gamer, the more likely they are to learn from their involvement in gaming practice. Four main contributions are presented: (1) an empirical account of how informal learning occurs as a result of micro and macro-involvement within a gaming context, (2) an in-depth understanding of how breakdowns and breakthroughs relate to each other during play, (3) a set of categories that represent the range of learning experienced by players, and (4) a consideration of the role player identity serves with respect to learning and involvement.

This study seeks to present the motivators behind the consumption of videogame soundtracks outside of the gameplay environment. This dissertation proposes a three-part consumption model that describes these different motivators and the interactions between these imperatives. At the heart of this study is the intention to demonstrate that videogame music has become a very important part of a videogame’s concept, design, and marketing; it not only plays a significant role within the game, it has also transcended the medium and is enjoyed by audiences beyond the game. This media migration generates questions regarding its effects and the motivations why people listen to videogame music outside of the game, and the ramifications of this consumption at the personal, social, and game industry levels. Why are people listening to videogame music, one that is designed for an interactive medium, in a linear medium (such as a CD, an audio file, or a re-interpretation)? In what ways does the game experience and the music create associations that affect the audience at a personal level? How did game music become this consumable object and what is its value for consuming audiences? How does the consumption of OSTs affect future game music composition and what is the role of the audience in this? And what does this mean for the shelf-life and marketability of videogames?

This chapter introduces a wireless, pervasive computing approach to adaptive therapeutic telegaming considered in the context of near set theory. Near set theory provides a formal basis for observation, comparison and classification of perceptual granules. A perceptual granule is defined by a collection of objects that are graspable by the senses or by the mind. In the proposed pervasive computing approach to telegaming, a handicapped person (e.g., stroke patient with limited hand, finger, arm function) plays a video game by interacting with familiar instrumented objects such as cups, cutlery, soccer balls, nozzles, screw top-lids, spoons, so that the technology that makes therapeutic exercise game-playing possible is largely invisible (Archives of Physical Medicine and Rehabilitation 89:2213–2217, 2008). The basic approach to adaptive learning (AL) in the proposed telegaming environment is ethology-inspired and is quite different from the traditional approach to reinforcement learning. In biologically-inspired learning, organisms learn to achieve some goal by durable modification of behaviours in response to signals from the environment resulting from specific experiences (Animal Behavior, 1995). The term adaptive is used here in an ethological sense, where learning by an organism results from modifying behaviour in response to perceived changes in the environment. To instill adaptivity in a video game, it is assumed that learning by a video game is episodic. During an episode, the behaviour of a player is measured indirectly by tracking the occurrence of gaming events such as a hit or a miss of a target (e.g., hitting a moving ball with a game paddle). An ethogram provides a record of behaviour feature values that provide a basis a functional registry for handicapped players for gaming adaptivity. An important practical application of adaptive gaming is therapeutic rehabilitation exercise carried out in parallel with playing action video games. Enjoyable and engaging interactive gaming will motivate patients to complete the rehabilitation process. Adaptivity is seen as a way to make action games more accessible to those who have physical and cognitive impairments. The telegaming system connects to the internet and implements a feed-and-forward mechanism that transmits gaming session tables after each gaming session to a remote registry accessible to therapists and researchers. The contribution of this chapter is the introduction of a framework for wireless telegaming useful in therapeutic rehabilitation.

The purpose of this study was to identify the mechanisms of a motivational program to increase perceived self-efficacy of healthy eating among Thai elderly, 60 years of age and older, having diagnosed with hypertension and hyperlipidemia. Purposive sampling was used to obtain 66 elderly to participate in the motivational program. The program comprised health education, focus group discussion, eating monitoring, and counseling. Quantitative data assessing the elderly’ perceived self-efficacy of healthy eating, blood pressure and triglyceride levels were analyzed by one-way repeated measure ANOVA. Qualitative data from focus group discussion and counseling were analyzed by content analysis. The results revealed that at the 1-month, 3-month and 6-month motivational program, elderly reported significantly increased perceived self-efficacy of healthy eating while their blood pressure and triglyceride levels significantly decreased. In addition, gaining knowledge, a sense of empowerment and self-confidence that elderly received from focus group discussion and counseling increased their self-efficacy to better managing their eating behavior. The recommendation was that the motivational program as a form of mutual aid could offer great benefits to promote healthy eating among Thai elderly with hypertension and hyperlipidemia. Keywords: elder, healthy eating, hyperlipidemia, hypertension, self-efficacy