Enjoyment or involvement? Affective-motivational mediation during learning from a complex computerized simulation

Brom, Cyril; Děchtěrenko, Filip; Frollová, Nikola; Stárková, Tereza; Bromová, Edita; D’Mello, Sidney K.

doi:10.1016/j.compedu.2017.07.001

Cited by 43 publications

(24 citation statements)

References 69 publications

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“…In the current study, the organism is represented by college students' cognitive and affective learning involvement. The concept of learning involvement has been extensively investigated in the education contexts (Brom et al, 2017;Wang, Zhou, & Zhang, 2014). Involvement refers to an individual's perceived relevance of an object according to inherent needs, interests and values, which can be classified as cognitive and affective aspects (Jiang, Chan, Tan, & Chua, 2010).…”

Section: Cognitive and Affective Learning Involvementmentioning

confidence: 99%

“…Extant studies found that learning involvement positively influence students' satisfaction with learning management systems (Klobas & McGill, 2010), immediate learning outcomes (Brom et al, 2017) and mobile reading continuance intention (Wang et al, 2014). Cognitive learning involvement captures the heightened academic related states that associated with a specific learning activity.…”

Section: Cognitive and Affective Learning Involvementmentioning

confidence: 99%

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Why do college students continue to use mobile learning? Learning involvement and self‐determination theory

Yang¹,

Zhou²,

Cheng³

2018

Brit J Educational Tech

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Retaining learners and facilitating their continuance are critical for the mobile learning providers and educators. Drawing on stimulus‐organism‐response framework and self‐determination theory, this study examines factors that affect college students' mobile learning continuance by considering the self‐determination needs and learning involvement. A research model was developed and empirically tested against data collected from 309 college students who are the mobile learning users of an online education platform in China. The results of structural equation modeling analysis showed that perceived learning support, self‐management of learning and peer influence significantly influence affective learning involvement, which in turn positively affect mobile learning continuance intention. In addition, perceived learning support and peer influence also significantly influence cognitive learning involvement, which further determine mobile learning continuance intention. Theoretical and practical implications of these findings are also discussed.

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Section: Cognitive and Affective Learning Involvementmentioning

confidence: 99%

Section: Cognitive and Affective Learning Involvementmentioning

confidence: 99%

Why do college students continue to use mobile learning? Learning involvement and self‐determination theory

Yang¹,

Zhou²,

Cheng³

2018

Brit J Educational Tech

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show abstract

“…The calculated linear regression model of this study showed that while instructional material motivation could positively affect the learning outcomes, perceived enjoyment seemed to be negatively contributing to the learning outcomes. Brom et al (2017) explained that the feeling of enjoyment and other positive feeling might 'increase cognitive activation but also engender learning-irrelevant thinking.' Our own observations were very similar to this explanation; when the participants were enjoying the virtual reality contents, they often got too excited to pay enough attention to the educational element embedded in the scenes.…”

Section: Discussionmentioning

confidence: 99%

An empirical study on using virtual reality for enhancing the youth's intercultural sensitivity in Hong Kong

Wong

et al. 2020

Computer Assisted Learning

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According to the census data published by the government in 2016, 92% of the Hong Kong Special Administrative Region population is ethnic Chinese, while the number of ethnic minorities increased significantly by around 70% over the past decade. Enhancing the youth’s intercultural sensitivity is becoming critical. Although many of the schools start to provide intercultural sensitivity training as extra‐curriculum activities, students often find them unattractive while teachers question their effectiveness. In this paper, we present a virtual reality enabled approach for enhancing the youth’s intercultural sensitivity. The objective is to design and develop an approach that can benefit from using virtual reality to deliver the instructional materials, making the learning more effective. A total number of three different virtual reality learning scenarios have been created, covering topics such as views of marriage and family, religious beliefs, and language barrier. The empirical study found significantly increase of intercultural sensitivity among the 67 qualified participants after joining the session. The calculated linear regression model also suggested that the participants’ perceived motivation from the virtual reality learning content positively contributed to the intercultural sensitivity increase, while interestingly the perceived enjoyment during the virtual reality exposure may negatively affected the learning outcomes.

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“…High interest in a learning domain, and/or in an instructional topic, is straightforwardly implied by theories of motivation and interest in enhancing learning processes (e.g., see Eccles & Wigfield, 2002;Hidi & Renninger, 2006;Keller, 2010). The positive effects of this interest on motivation to learn and learning outcomes have been repeatedly demonstrated (e.g., Brom et al, 2017;Fulmer, D'Mello, Strain & Graesser, 2015;Schiefele & Krapp, 1996;Schiefele, 1999). Therefore, we used motivation driven by interest in the learning domain as our "baseline".…”

Section: Game-based Learning and Edu-larpsmentioning

confidence: 99%

It’s Better to Enjoy Learning than Playing: Motivational Effects of an Educational Live Action Role-playing Game

Brom

Dobrovolný

Děchtěrenko

et al. 2019

FLR

Self Cite

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Game-based learning is supposed to motivate learners. However, to what degree does motivation driven by interest in playing an instructional game affect learning outcomes compared to motivation driven by interest in the very learning process? This is not known. In this study with a unique design and intervention, young adults (N = 128; a heterogeneous sample) learned how to control an electro-mechanical device in a 40minute-long learning session integrated into a 2-hour-long educational live action roleplaying game (edu-LARP). Edu-LARPs are supposedly engaging games where players take part in team role-playing by physically enacting characters in a fictional universe. In our edu-LARP, players had to understand how the to-be-learned device worked in order to win the game. Departing from typical game-based learning research, learningand playing-related variables were assessed for each learner separately (i.e., a withinsubject design). Affective-motivational factors related to playing (rather than learning) predicted learning outcomes in a positive, but considerably weaker, way compared to learning-related, affective-motivational factors. Developed interest in LARP-like games was primarily related to enjoying the game rather than better learning outcomes; whereas, developed interest in the instructional domain was primarily related to enjoyment of learning and better learning outcomes. Overall, autonomous motivation to play was connected to higher learning outcomes, but this connection was weak.

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Enjoyment or involvement? Affective-motivational mediation during learning from a complex computerized simulation

Cited by 43 publications

References 69 publications

Why do college students continue to use mobile learning? Learning involvement and self‐determination theory

Why do college students continue to use mobile learning? Learning involvement and self‐determination theory

An empirical study on using virtual reality for enhancing the youth's intercultural sensitivity in Hong Kong

It’s Better to Enjoy Learning than Playing: Motivational Effects of an Educational Live Action Role-playing Game

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