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Download full textWan, Kelvin; King, Vivian; Chan, Kevin – Electronic Journal of e-Learning, 2021
Game-Based Learning (GBL) has been recognized as an essential tool for motivating students to engage in active and constructive learning. While there is a link between GBL and learning outcomes, current research evidence tends to undermine the interrelationships of concepts and oversimplify flow experience in the context of GBL. This study adopted…
Descriptors: Metacognition, Game Based Learning, Student Motivation, Correlation
Direct linkPekrun, Reinhard; Goetz, Thomas; Daniels, Lia M.; Stupnisky, Robert H.; Perry, Raymond P. – Journal of Educational Psychology, 2010
The linkages of achievement-related boredom with students' appraisals and performance outcomes were examined in a series of 5 exploratory, cross-sectional, and predictive investigations. Studies 1 and 2 assessed students' boredom in a single achievement episode (i.e., state achievement boredom); Studies 3, 4, and 5 focused on their habitual…
Descriptors: Student Motivation, Foreign Countries, Undergraduate Students, Cultural Context
Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G. – Instructional Science: An International Journal of the Learning Sciences, 2008
The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as…
Descriptors: Constructivism (Learning), Educational Psychology, Learning Strategies, Problem Based Learning
