A dynamic computational model of motivation based on self-determination theory and CANN

Chame, Hendry Ferreira; Mota, Fernanda P.; Botelho, Silvia Silva da Costa

doi:10.1016/j.ins.2018.09.055

Cited by 13 publications

(5 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As a result, this has encouraged students to volunteer themselves in every learning and facilitating activity conducted by the teacher. This statement is supported by a study conducted by Chame, Mota, and da Costa Botelho (2019). Overall findings from this study can serve as a benchmark for introducing robotics games in Social Science subjects.…”

Section: Discussionsupporting

confidence: 70%

Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education

Bikar¹,

Sharif²

2020

Review of International Geographical Education Online

View full text Add to dashboard Cite

Recent trends show the number of students studying geography in upper secondary school is declining. Among the reasons identified is that geography is perceived as a very tedious and difficult subject to study. With the rapid development of technology in the twenty-first century, the use of multi-media tools and technologies in education have given a new dimension to the process of teaching and learning. One of the most widely used technological tool is robots. Therefore, this study was conducted to evaluate the perceptions of high school students who are using minimalist robotic games for teaching and learning activities in Geography. Qualitative research methods were used to collect the research data. In total there are 15 groups of students participating in the Science Technology Engineering and Mathematics (STEM) Education Carnival; each group consists of three to six members who have created a minimalist robot game for the subject of Science, Mathematics and Social Sciences. However, there are only two groups of students consisting of two male and four female students who created games for Geography. Therefore, a purposive sampling method was used to select students from these two groups. Six students who participated in the development of a minimalist robotic game for Geography in the STEM education carnival were selected and interviewed. Semi-structured interviews were conducted at the end of the carnival. The data analysis of the interview shows five out of six students had a very positive perception of using minimalist robotics in Geography education. In addition, this study also showed that the use of minimalist robotics in the teaching and learning of Geography also changed the interest and attitudes of students towards learning Geography. The application of minimalist robotics also enhances students' intrinsic motivation to study Geography. implications of this study suggest that minimalist robotics games are an alternative technology teacher can integrate into teaching and learning activities for Geography in schools to enhance students' interest in learning about this subject.

show abstract

Section: Discussionsupporting

confidence: 70%

Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education

Bikar¹,

Sharif²

2020

Review of International Geographical Education Online

View full text Add to dashboard Cite

show abstract

“…Most education studies of AI have focused on system or application development (Song & Wang, 2020; Zawacki‐Richter et al, 2019). SDT is also used as the basis for development, for example of AI‐assisted decision‐making design (De Vreede et al, 2021), conversational agent design (Yang & Aurisicchio, 2021) and AI algorithm development (Ferreira Chame et al, 2019). Most studies of learner technology acceptance have focused on technical knowledge (ie, computer self‐efficacy or digital literacy; see Alfadda & Mahdi, 2021; Cheng, 2019; Chow et al, 2022; Dorfsman & Horenczyk, 2022; Khlaisang et al, 2021), rather than subject domain knowledge.…”

Section: Introductionmentioning

confidence: 99%

The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot

Xia

Chiu

Chai

et al. 2023

Brit J Educational Tech

View full text Add to dashboard Cite

The anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self-regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self-determination theory (SDT). In this study, we examine the mediating effects of needs satisfaction in SDT on the relationship between students' previous technical (AI) and disciplinary (English) knowledge and SRL, using an AI conversational chatbot. Data were collected from 323 9th Grade students through a questionnaire and a test. The students completed an AI basic unit and then learned English with a conversational chatbot for 5 days. Confidence intervals were calculated to investigate the mediating effects. We found that students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot, and that satisfying the need for autonomy and competence mediated the relationships between both knowledge (AI and English) and SRL, but relatedness did not. The self-directed nature of SRL requires heavy cognitive learning and satisfying the need for autonomy and competence may more effectively engage young children in this type of

show abstract

“…• Better engagement with causal modelling • Incorporating need frustration • Differentiating levels of generality • Identify positive and negative effects of compensation First, while SDT has been formalized to a high degree (such that researchers have even been able to experiment with computational models; Ferreira Chame et al, 2019), much of the research that applies it to games remains disconnected from the causal modelling literature. Researchers often fail to justify why certain covariates have been included (Ballou, 2023), or make causal claims based on mediation models with cross-sectional data without fully acknowledging the underlying assumptions (Rohrer et al, 2022).…”

Section: Opportunities For Improvement In Sdt-informed Games Researchmentioning

confidence: 99%

The Basic Needs in Games (BANG) Model of Video Game Play and Mental Health

Ballou,

Deterding

2023

Preprint

View full text Add to dashboard Cite

Existing theories of how game use relates to mental health have important limitations: few account for both quantity and quality of use, differentiate components of mental health (hedonic wellbe- ing, eudaimonic wellbeing, and illbeing), provide an explanation for both positive and negative outcomes, or readily explain the well-evidenced absence of playtime effects on mental health. Many also lack the specificity to be readily falsifiable. In response, we present the Basic Needs in Games (BANG) model. Grounded in self- determination theory, BANG proposes that mental health outcomes of game use are in large part mediated by the motivational quality of play and the extent to which play quantity and quality lead to need satisfaction or frustration. We show how BANG addresses the limitations of current theories and aligns with emerging evidence on the etiologies of disordered play. Thus, BANG advances HCI theory on the impact of games and other interactive technologies on mental health.

show abstract

A dynamic computational model of motivation based on self-determination theory and CANN

Cited by 13 publications

References 26 publications

Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education

Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education

The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot

The Basic Needs in Games (BANG) Model of Video Game Play and Mental Health

Contact Info

Product

Resources

About