TY - JOUR
T1 - An Integrated View of Information Feedback, Game Quality, and Autonomous Motivation for Evaluating Game-Based Learning Effectiveness
AU - Liu, Yi Chun
AU - Wang, Wei Tsong
AU - Lee, Tzu Lien
N1 - Funding Information:
The authors thank the survey respondents for providing valuable data. Additionally, the authors thank the Editor and anonymous reviewers for their valuable feedback on this paper. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was funded by the Ministry of Science and Technology, Taiwan (grant number: MOST 105-2511-S-006-001-MY2).
Publisher Copyright:
© The Author(s) 2020.
PY - 2021/3
Y1 - 2021/3
N2 - Critical factors that influence the value of digital game-based learning (DGBL) for enhancing learning effectiveness remain debatable. Based on the self-determination theory (SDT), people can be autonomously motivated to adopt DGBL to enhance learning effectiveness if their basic psychological needs are satisfied. Additionally, studies that simultaneously examine the effects of two critical factors of information feedback and game quality on students’ autonomous motivation and learning effectiveness in DGBL contexts are missing in the literature. This study integrates information feedback, game quality, and SDT to develop a research model for comprehending the effectiveness of DGBL systems. Data collected from 383 respondents was analyzed to validate our research model. The results showed that information feedback, game quality, and autonomous motivation significantly influenced students’ learning effectiveness and their continuance intention to use DGBL systems. Additionally, autonomous motivation indirectly influenced continuance intention via learning effectiveness. Implications for theory and for practice are discussed accordingly.
AB - Critical factors that influence the value of digital game-based learning (DGBL) for enhancing learning effectiveness remain debatable. Based on the self-determination theory (SDT), people can be autonomously motivated to adopt DGBL to enhance learning effectiveness if their basic psychological needs are satisfied. Additionally, studies that simultaneously examine the effects of two critical factors of information feedback and game quality on students’ autonomous motivation and learning effectiveness in DGBL contexts are missing in the literature. This study integrates information feedback, game quality, and SDT to develop a research model for comprehending the effectiveness of DGBL systems. Data collected from 383 respondents was analyzed to validate our research model. The results showed that information feedback, game quality, and autonomous motivation significantly influenced students’ learning effectiveness and their continuance intention to use DGBL systems. Additionally, autonomous motivation indirectly influenced continuance intention via learning effectiveness. Implications for theory and for practice are discussed accordingly.
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U2 - 10.1177/0735633120952044
DO - 10.1177/0735633120952044
M3 - Article
AN - SCOPUS:85090306958
SN - 0735-6331
VL - 59
SP - 3
EP - 40
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
IS - 1
ER -