Timing is Key for Motivation in Game-Based Learning

SUMMARY

Existing Knowledge:

·   We already know that well-designed games can be effective learning tools.

·   However, effective instructional design features are crucial for maximizing their impact.

New Insights from this Study:

·   This research focuses on a specific instructional design feature: the timing of information presentation within the game.

·   The study reveals that presenting domain-specific information before students begin the game can significantly impact their motivation and enjoyment compared to receiving information during gameplay.

·   This research is groundbreaking because it examines the interconnectedness of cognitive, motivational, and emotional processes in game-based learning, which haven't been extensively explored together previously.

Putting Research into Practice:

·   Educators who incorporate game-based learning can leverage this finding by ensuring students have a solid grasp of the relevant content before they dive into the game itself.

·   This approach is likely to lead to a more engaging and motivating learning experience.

·   The study also suggests a broader perspective for instructional design research. Instead of focusing solely on one or two aspects of learning, researchers should consider the interplay of cognitive, motivational, and emotional factors to optimize learning experiences.

Story Version: When and how to Teach: A Gaming Story

A group of enthusiastic 15-year-olds was about to experience chemistry in a whole new, interactive way. The game is designed to teach them about atomic structure, but the question is: when should they learn the chemistry concepts – before they start playing, or as they go?

This was the puzzle that researchers wanted to solve. They gathered 145 students and divided them into four groups. Two groups learned about chemistry before playing the game, while the other two learned as they played. They also varied when students learned about how the game worked – before or during gameplay.

The students played, and the researchers watched closely. They measured how hard the students were thinking, how much they knew about chemistry, how long they played, how much they wanted to achieve, and how they felt about it all.

What did they find? Well, it turns out that learning the chemistry stuff before playing the game was a game-changer! These students felt more motivated, set higher goals, and enjoyed the game more. It was like giving them a sneak peek at the exciting chemistry world before letting them explore it firsthand.

Interestingly, knowing how the game worked beforehand didn’t seem to make much difference. It was all about that chemistry knowledge upfront.

So, the next time you’re designing a game-based learning experience, remember: giving students the background information first can be a powerful move. It can ignite their curiosity, boost their motivation, and make the learning journey more enjoyable.

Reference:

Article Title: Timing of information presentation matters: Effects on secondary school students’ cognition, motivation and emotion in game-based learning

Authors: Yuanyuan Hu, Pieter Wouters, Marieke van der Schaaf and

Liesbeth Kester

Journal: British Journal of Educational Technology 

Publication Year: 2024