A Playful Approach to Fostering Motivation in a Distance Education Computer Programming Course: Behaviour Change and Student Perceptions
A Playful Approach to Fostering Motivation in a Distance Education Computer Programming Course: Behaviour Change and Student Perceptions
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在远程教育计算机编程课程中培养动机的有趣方法：行为改变和学生的看法
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发表时间：
2018
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通讯作者：
Colin Pilkington
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文献类型：
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作者：
Colin Pilkington
人们注意到学习动机在远程教育中的核心作用，并提出游戏化作为促进学生动机的一种方法。本研究探讨通过游戏化方法提高远程教育三年级计算机编程课程的积极性，以提高课程参与度和学生体验。从自我决定理论（SDT）的角度审视动机，因为游戏化方法通常依赖于外部动机和明确使用竞争来产生内部动机，从而导致期望的行为。在教育中使用游戏化的结果好坏参半，其使用也存在争议。报告了关于引入八个有趣元素的两个周期的行动研究，并收集了与学生参与课程和学生调查问卷相关的数据。几乎没有证据表明干预措施会导致行为改变或分数提高；然而，尽管出现了一些负面主题，但学生们对干预的反应非常积极。讨论了有趣的方法在多大程度上支持了 SDT 的基本心理需求，并批判性地考虑了干预的结果，包括这种方法所付出的努力是否值得。结论是，这种有趣的方法可能会产生积极的激励作用。
The central role of motivation to learn in distance education has been noted, and gamification has been proposed as one approach to promote student motivation. This study explores promoting motivation in a distance education, third-year computer programming course via a gamified approach to improve coursework participation and student experience. Motivation was examined from a Self-Determination Theory (SDT) perspective, as gamified approaches often rely on external motivation and the explicit use of competition to engender internal motivation leading to desired behaviours. The results of using gamification in education are mixed, and its use is controversial. Two cycles of action research on the introduction of eight playful elements are reported on, and data relating to student engagement with the course and a student questionnaire was gathered. There was little evidence that the intervention led to behaviour change or improved scores; however, students responded very positively to the intervention, although some negative themes emerged. The extent to which the playful approach supported the basic psychological needs of SDT is discussed and the intervention’s results critically considered, including whether the effort involved in such an approach was worth it. It was concluded that such playful approaches might have positive motivational effects.