Modeling Secondary Students' Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory
Modeling Secondary Students' Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory
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DOI：
10.1007/s10956-020-09896-8
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发表时间：
2021-01-21
影响因子：
4.4
通讯作者：
Wiebe, Eric
中科院分区：
文献类型：
--
作者：
Rachmatullah, Arif;Reichsman, Frieda;Wiebe, Eric
本研究通过探索成就动机的期望价值理论和心流理论之间的联系，考察了学生在游戏环境中的遗传学习。共有394名中学生被招募，并通过与基于游戏的学习环境互动来学习遗传学概念。我们测量了他们在玩游戏前后的科学自我效能感、科学结果预期信念、心流体验、挫折感和概念性理解，以及他们的游戏满意度。运用混合模型方差分析、相关检验和通径分析来回答我们的研究问题。根据研究结果，我们发现这款游戏对学生对遗传学的概念理解有显著影响。我们还找到了两种理论整合的一个可接受的统计模型。心流体验和游戏内表现显著影响学生的后测成绩。此外，科学结果预期信念被发现对学生的心流体验有显著的预测作用。相比之下，科学自我效能感和前测分数被发现是影响游戏中挫折感的最显著因素。这一结果对于适应性的基于游戏的遗传学学习环境在科学课堂上可能发挥的积极作用具有实际意义。研究结果还强调了教师应该在为学生建立游戏前和游戏期间的生产性结果期望方面发挥的作用。
This study examined students' genetics learning in a game-based environment by exploring the connections between the expectancy-value theory of achievement motivation and flow theory. A total of 394 secondary school students were recruited and learned genetics concepts through interacting with a game-based learning environment. We measured their science self-efficacy, science outcome-expectancy beliefs, flow experience, feelings of frustration, and conceptual understanding before and after playing the game, as well as their game satisfaction. Mixed-model ANOVA, correlation tests, and path analysis were run to answer our research questions. Based on the results, we found that the game had a significant impact on students' conceptual understanding of genetics. We also found an acceptable statistical model of the integration between the two theories. Flow experience and in-game performance significantly impacted students' posttest scores. Moreover, science outcome-expectancy belief was found to be a significant predictor of students' flow experiences. In contrast, science self-efficacy and pretest scores were found to be the most significant factors influencing the feeling of frustration during the game. The results have practical implications with regard to the positive role that an adaptive game-based genetics learning environment might play in the science classroom. Findings also underscore the role the teacher should play in establishing productive outcome expectations for students prior to and during gameplay.