Contribution of Motivational Orientations to Student Outcomes in a Discovery-Based Program of Game Design Learning

International Conference of the Learning Sciences (ICLS), July 2012

7 Pages Posted: 1 Oct 2013

See all articles by Rebecca Reynolds

Rebecca Reynolds

Rutgers University School of Communication & Information

Ming Ming Chiu

State University of New York (SUNY) - Buffalo

Date Written: 2012

Abstract

This paper explored relationships between middle school and high school teams of students’ motivational orientation and team outcomes in a guided discovery-based context in which students learned while designing web games. Teams of students with greater initial intrinsic motivation or a greater increase in intrinsic motivation during the activity had higher programming scores. Wiki activity contributed to outcomes. Age was negatively associated with outcomes indicating possibly the program is more conducive to middle school students. Findings contribute to scholarly debates on incompatibilities between discovery learning due to cognitive load, and self-determination theory.

Keywords: educational technology, motivation, game design, discovery-based learning, project-based learning, problem-based learning, inquiry

Suggested Citation

Reynolds, Rebecca and Chiu, Ming Ming, Contribution of Motivational Orientations to Student Outcomes in a Discovery-Based Program of Game Design Learning (2012). International Conference of the Learning Sciences (ICLS), July 2012 . Available at SSRN: https://ssrn.com/abstract=2333922

Rebecca Reynolds (Contact Author)

Rutgers University School of Communication & Information ( email )

4 Huntington St.
New Brunswick, NJ 08901
United States
7325797623 (Phone)

HOME PAGE: http://www.rebeccabreynolds.com

Ming Ming Chiu

State University of New York (SUNY) - Buffalo ( email )

12 Capen Hall
Buffalo, NY 14260
United States

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