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An empirical analysis of ‘challenge’ as a motivational factor for educational games

By Conor Linehan, Ben Kirman and Bryan Roche

Abstract

Since one of the most basic and important\ud predictors of student achievement is the amount\ud of time a student spends engaged in learning (or\ud time-on-task; Karweit, 1984; Frederick &\ud Walberg, 1980); and because computer games\ud are hugely successful at motivating users to\ud spend time-on-task (Dondlinger, 2007; Gee,\ud 2003; Mayo, 2007), there has understandably\ud been a great deal of recent interest in harnessing\ud the motivational qualities of computer games in\ud order to create powerful, engaging educational\ud tools (i.e., Gee, 2003; Pivec, 2007; Ruben,\ud 1999). However, to date very little empirical\ud academic research has investigated how,\ud exactly, games achieve these motivational\ud qualities. If we are to create games that produce\ud genuinely educational outcomes, we must\ud understand what exactly it is about games that\ud make them so good at maintaining the player’s\ud motivation to continue playing

Topics: G400 Computer Science, X900 Others in Education
Year: 2010
OAI identifier: oai:eprints.lincoln.ac.uk:3324

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