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Direct linkHoffman, Daniel L.; Paek, Seungoh; Zhou, Zhou; Türkay, Selen – Technology, Knowledge and Learning, 2021
This study examined the relationship between elementary students' domain-specific and game-specific motivations in the context of educational videogames. Using a quasi-experimental design, thirty (N = 30) sixth grade students were assigned to two groups based on their level of motivation for the domain of math (higher math motivation vs. lower…
Descriptors: Student Motivation, Mathematics Achievement, Video Games, Elementary School Students
Jayalath, Janaka; Esichaikul, Vatcharaporn – Technology, Knowledge and Learning, 2022
Delivery of blended-mode eLearning programs is challenging due to a range of factors, including motivational and engagement issues. This is more challenging in the context of Technical and Vocational Education and Training (TVET), which aims to develop competencies to empower learner to find gainful employment. This study proposes an operational…
Descriptors: Blended Learning, Educational Technology, Electronic Learning, Vocational Education
Millis, Keith; Forsyth, Carol; Wallace, Patricia; Graesser, Arthur C.; Timmins, Gary – Technology, Knowledge and Learning, 2017
Prior research has shown that students learn from Intelligent Tutoring Systems (ITS). However, students' attention may drift or become disengaged with the task over extended amounts of instruction. To remedy this problem, researchers have examined the impact of game-like features (e.g., a narrative) in digital learning environments on motivation…
Descriptors: Intelligent Tutoring Systems, Educational Games, Teaching Methods, Educational Technology
