Understanding Student Motivation to Engage in the Contents Under Pressure Digital Game

Jeffrey Stransky, Landon Bassett, Cheryl A. Bodnar, Daniel Anastasio, Daniel Burkey, Matthew Cooper

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Abstract

    Game-based learning is an effective tool for motivating engineering students to engage with difficult and often complex topics. Although some research has been conducted on how games elicit motivation, additional studies have been suggested. The proposed work leverages Keller’s ARCS-V theory to investigate how desire for a specific outcome within the process safety digital game Contents Under Pressure affects students’ satisfaction or dissatisfaction with their experience. It was observed that students play the game with a desire either to improve themselves for internal satisfaction or to reach a set external objective in terms of academic or career performance. Many students also played the game with the goal to achieve key outcomes as it relates to game-based metrics. Students expressed a mixture of satisfaction and dissatisfaction with the outcome obtained. Those who were satisfied were most often exhibiting behaviors of paragaming or were experiencing immersion in the game, whereas those students that showed dissatisfaction often blamed the game while expressing difficulties with achieving a positive outcome.

    Original languageEnglish (US)
    Title of host publicationMobility for Smart Cities and Regional Development - Challenges for Higher Education - Proceedings of the 24th International Conference on Interactive Collaborative Learning, ICL 2021
    EditorsMichael E. Auer, Hanno Hortsch, Oliver Michler, Thomas Köhler
    PublisherSpringer Science and Business Media Deutschland GmbH
    Pages878-889
    Number of pages12
    ISBN (Print)9783030939038
    DOIs
    StatePublished - 2022
    Event24th International Conference on Interactive Collaborative Learning, ICL 2021 - Dresden, Germany
    Duration: Sep 22 2021Sep 24 2021

    Publication series

    NameLecture Notes in Networks and Systems
    Volume389 LNNS
    ISSN (Print)2367-3370
    ISSN (Electronic)2367-3389

    Conference

    Conference24th International Conference on Interactive Collaborative Learning, ICL 2021
    Country/TerritoryGermany
    CityDresden
    Period9/22/219/24/21

    All Science Journal Classification (ASJC) codes

    • Control and Systems Engineering
    • Signal Processing
    • Computer Networks and Communications

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