Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.
Game and learning mechanics under
the perspective of
self-determination theory for
supporting motivation in
digital game b...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for sup...
Game and learning mechanics under the perspective
of self-determination theory for supporting
motivation in digital game b...
Próxima SlideShare
Cargando en…5
×

20151210 proulx-romero-gala conf-r02

706 visualizaciones

Publicado el

Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at GALAconf 2015 by Jean-Nicolas Proulx and Margarida Romero.

Publicado en: Educación
  • DOWNLOAD FULL BOOKS, INTO AVAILABLE FORMAT ......................................................................................................................... ......................................................................................................................... 1.DOWNLOAD FULL. PDF EBOOK here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... 1.DOWNLOAD FULL. EPUB Ebook here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... 1.DOWNLOAD FULL. doc Ebook here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... 1.DOWNLOAD FULL. PDF EBOOK here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... 1.DOWNLOAD FULL. EPUB Ebook here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... 1.DOWNLOAD FULL. doc Ebook here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... ......................................................................................................................... ......................................................................................................................... .............. Browse by Genre Available eBooks ......................................................................................................................... Art, Biography, Business, Chick Lit, Children's, Christian, Classics, Comics, Contemporary, Cookbooks, Crime, Ebooks, Fantasy, Fiction, Graphic Novels, Historical Fiction, History, Horror, Humor And Comedy, Manga, Memoir, Music, Mystery, Non Fiction, Paranormal, Philosophy, Poetry, Psychology, Religion, Romance, Science, Science Fiction, Self Help, Suspense, Spirituality, Sports, Thriller, Travel, Young Adult,
       Responder 
    ¿Estás seguro?    No
    Tu mensaje aparecerá aquí

20151210 proulx-romero-gala conf-r02

  1. 1. Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning Jean-Nicolas PROULX Université Laval @JeanNicolasProu Jean-Nicolas.Proulx.1@ulaval.ca Margarida ROMERO Université Laval @margaridaromero margarida.romero@fse.ulaval.ca 10th December, 2015 Rome, Italy https://goo.gl/HJF5UK
  2. 2. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. Presentation plan  Digital games and motivation  Self-determination theory  The Learning Mechanics and Game Mechanics (LM-GM) model  LM-GM model under the lens of Self-determination Theory
  3. 3. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. Digital games and motivation  While games are generally portrayed as “fun”, not every game experience is perceived as fun by the players.  According to Filsecker and Hickey (2014, p. 138) empirical studies that uses games shows “inconsistent patterns of results concerning motivation and learning”.  Squire (2011) did not attribute the appearance of motivation only to the use of games, but to a coherence between different factors such as students’ goals and life history, the game affordances, and the institutional context.  Then…
  4. 4. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. Digital games and motivation  This brings the hypothesis that serious games have indeed the potential to foster motivation and learning, but this potential might not turn into a concrete form if certain conditions regarding the game and the learning context are not met. IMG:http://ed240s11pm.wikispaces.com/Growing+Up+Digital
  5. 5. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. Self-Determination Theory (SDT)  According to the SDT, people are directed towards growth and gain fulfillment through the integration of their experiences toward the development of a cohesive sense of self.  In order to achieve growth, people should develop three aspects : SDT Autonomy : acting according to his own volition or will. Competence : the need to develop a certain level of knowledge and skills to develop tasks with a certain competence. Relatedness: the need of belonging and attachment to other people.
  6. 6. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF.Self-determination TheoryAmotivation Extrinsic motivation Intrinsic Motivation Non regulation External Regulation Introjected Regulation Identified Regulation Integrated regulation Intrinsic Regulation Lack of motivation Controlled Motivation Autonomous Motivation Lowest Relative Autonomy Highest Relative Autonomy Self-determination Continuum. From Ryan & Deci (2009, p. 177)
  7. 7. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. Self-determination and Flow Theory  The concept of flow experience was introduced by Csikszentmihalyi (1975) and can be defined as a state of complete absorption or engagement into a task.  In their research, Kowal and Fortier (1999) indicates that participants who had a self- determined motivation reached the highest states of flow experience.  According to Lee (2005) students with autonomous motivation are more likely to reach the flow experience and be deeply engaged in their task.  However, fostering self-determination in a school setting can be challenging.
  8. 8. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. Game and learning mechanics (LM-GM)  Instead of analyzing games as a whole, it becomes possible to analyze games according to their learning and game mechanics.  The Learning Mechanics – Game Mechanics (LM-GM) model was proposed by Lim et al. (2013) was used as a way to create a bridge between pedagogical intentions and game elements.  Serious game mechanics (SGM) are defined by Arnab et al. (2015, p. 395) as “game components that translate a pedagogical practice/pattern into concrete mechanics directly perceivable by a player’s actions”.
  9. 9. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. LM-GM model Portion of the learning-game mechanics (LM-GM) proposed by Lim et al. (2013)
  10. 10. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. LM-GM under the lens of self-determination theory  Even if a game is pedagogically relevant, it doesn’t mean that it will be fun or engaging.  The game is much more likely to be considered as fun by students if they can relate to their personal life with the game or if they are offered meaningful choices that takes into consideration their “needs, interests, goals, ability and cultural background” (Katz & Assor, 2007, p. 11).
  11. 11. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. Amotivation Extrinsic motivation Intrinsic Motivation Thinking skills level Non Regulation External regulation → Integrated regulation Intrinsic Regulation Lack of motivation Controlled Motivation Autonomous Motivation Autonomy Lowest relative autonomy Highest Relative Autonomy Accountability Designing Ownership Status/Titles Strategy/planning Ownership Planning Responsibility Creating Action points Assessment Rewards/penalties Assessment Incentive External motivation Collaboration Communal discovery Game turns Collaboration Hypothesis Reflect/Discuss Evaluating Feedback Feedback Shadowing Analyze Experimentation Identity Analyzing
  12. 12. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. LM-GM under the lens of self-determination theory  Self-determination theory can come handy in order to create a context within the game that promotes autonomous motivation. This can be easily done with LM-GM model, because we would then need to exploit game mechanics in a way that foster SDTs components.  We develop the research hypothesis that improving the learning activities in the classroom by integrating the game and learning mechanics which fosters self- determinated motivation could have an impact not only on the fun and flow experience, but also on the learning process and outcomes.  However, this framework has yet to be tested on the field.  Experimentations are planned around Fall 2016 in order evaluate both motivation and learning.
  13. 13. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from https://www.slideshare.net/secret/p2w7Yn7e3snqjF. References  Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., Freitas, S., Louchart, S., De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2), 391–411. http://doi.org/10.1111/bjet.12113.  Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic Psychology. Retrieved from http://psycnet.apa.org/psycinfo/1977-03308-001.  Filsecker, M., & Hickey, D. T. (2014). A multilevel analysis of the effects of external rewards on elementary students’ motivation, engagement and learning in an educational game. Computers & Education, 75, 136–148.  Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19(4), 429–442.  Kowal, J., & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self-determination theory. The Journal of Social Psychology, 139(3), 355–368.  Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5–15.  T. Lim, S. Louchart, N. Suttie, J. Ritchie, R. Aylett, I.A. Stanescu, et al. Strategies for effective digital games development and implementation Y. Baek, N. Whitton (Eds.), Cases on digital game-based learning: Methods, models, and strategies, Information Science Reference, Hershey, PA (2013), pp. 168–19.  Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement. Handbook of Motivation at School, 171–195.  Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. Technology, Education–Connections (the TEC Series). ERIC. Retrieved from http://eric.ed.gov/?id=ED523599.
  14. 14. Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning Jean-Nicolas PROULX Université Laval @JeanNicolasProu Jean-Nicolas.Proulx.1@ulaval.ca Margarida ROMERO Université Laval @margaridaromero margarida.romero@fse.ulaval.ca 10th December, 2015 Rome, Italy https://goo.gl/HJF5UK Many thanks for your attention! All feedback and suggestions are welcomed !

×