How Debriefing Strategies Can Improve Student Motivation and Self-Efficacy in Game-Based Learning

Debriefing is an important step in game-based learning environments. In the present study, the effect of different debriefing strategies in terms of two factors, grouping (self vs. team) and timing (in-game vs. post-game), was investigated on the motivation and self-efficacy levels of students. In a 2x2 ANOVA design, 62 sixth grade students were randomly assigned into two debriefing groups: self-debriefing and team debriefing. About half of members in each group performed either one of the two debriefing: in-game debriefing or post-game debriefing. Students in the self-debriefing as well as in the team-briefing group played the game three days a week over nine weeks. As students finished the task, motivation and self-efficacy scales were administered and semi-structured interviews were conducted. Findings indicate that students showed higher motivation and self-efficacy scores in the team debriefing than in the self-debriefing. Moreover, the in-game debriefing group outperformed the post-game debriefing group in terms of self-efficacy and motivation levels. Semi-structured interviews supported the quantitative results that students benefited more from collaborative debriefing sessions

A New Approach Toward Digital Storytelling: An Activity Focused on Writing Self-Efficacy in a Virtual Learning Environment

Recently, computer technology and multimedia elements have been developed and integrated into teaching and learning. Entertainment-based learning environments can make learning contents more attractive, and thus can lead to learners\u27 active participation and facilitate learning. A significant amount of research examines using video editing software to create video clips for digital storytelling activities. However, in this study, we suggest performing digital storytelling in virtual worlds with open-ended, edutainment elements, and place more stress on the writing process. The purpose of this study is to examine the effects of writing for digital storytelling on writing self-efficacy and on flow in the virtual reality learning environment known as Second Life. The researchers organized an activity for undergraduate students to create digital stories. Participants were divided into two groups. One group created their digital stories in Second Life. The other group created their digital stories off-line. The two groups\u27 independent sample t-tests were employed to compare writing self-efficacy and flow. The results of the experiment demonstrate that digital storytelling in a virtual learning environment is more effective than digital storytelling off-line. The findings of this study suggest that the technique of digital storytelling can be used effectively in classroom settings to teach writing