Exploring the Link Between Motivations and Gaming
Exploring the Link Between Motivations and Gaming
复制标题
探索动机和游戏之间的联系
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
K. Koedinger
中科院分区：
文献类型：
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作者：
Steven Dang;K. Koedinger
学生面对诱惑时调节自己的思想、情绪和行为的能力与他们特定任务的动机目标和性格有关。行为任务旨在利用目标资源，通过衡量个人表现来区分个人。在本文中，我们探讨了学生在差异游戏学习材料上的行为如何与学生动机目标和倾向的估计相关。我们利用智能辅导系统在整个学年中对两门不同课程的学生进行观察。我们使用先前验证的游戏检测启发式模型来标记游戏实例。使用课程中游戏性高的部分和游戏性低的部分分别估计每个学生的游戏倾向。对学生游戏的每项估计都会与课前自我报告的学生动机测量进行比较。结果表明，在自然环境中，在更具挑战性的材料上进行游戏受学生动机的影响较小，并且可能是适应性学习行为的结果。同样，仅使用非高度游戏材料的学生游戏估计与所有目标动机测量显着相关。讨论了影响和未来的方向。
A student’s ability to regulate their thoughts, emotions and behaviors in the face of temptation is linked to their task specific motivational goals and dispositions. Behavioral tasks are designed to strain a targeted resource to differentiate individuals through measures of their performance. In this paper, we explore how student behavior on differentially gamed learning material relates to estimates of student motivational goals and dispositions. We leverage observations of students in two different courses using an intelligent tutoring system over an entire academic year. We use a previously validated heuristic model of gaming detection to label instances of gaming. Each student’s tendency to game is estimated separately using highly gamed and non-highly gamed sections of the course. Each estimate of student gaming is compared to precourse self-reported measures of student motivations. Results indicate that in naturalistic settings, gaming on more challenging materials is less influenced by student motivations and potentially a result of adaptive learning behaviors. Similarly, student gaming estimates using only non-highly gamed material are significantly related to all targeted motivation measures. Implications and future directions are discussed.