The Relationship between Student Learning Styles and Motivation during Educational Video Game Play
The Relationship between Student Learning Styles and Motivation during Educational Video Game Play
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教育视频游戏中学生学习风格与动机之间的关系
DOI：
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发表时间：
2011
影响因子：
0.8
通讯作者：
Michael R. Findley
中科院分区：
文献类型：
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作者：
Michael R. Findley
教育视频游戏允许在其他形式的学习中找不到的内在动机和参与程度。这项研究确定了学生是否发现教育视频游戏是一种激励性的体验，以及学生学习风格和动机水平之间是否存在关系。高中心理学的学生玩了两个简短的在线教育视频游戏，在完成活动后，他们的内在动机水平使用评估问卷。由评估问卷确定的数据显示，学生发现玩教育视频游戏具有内在的激励作用。进一步的研究显示，学生的学习风格和在玩教育视频游戏过程中体验到的动机之间没有统计学上的显著差异。
Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.