Game technologies as a means of increasing the educational motivation of university students

Tsyganova, Larisa V.; Zubkova, Yana V.; Bystrova, N. V.; Kutepova, Lyubov I.; Kutepov, Maxim M.

doi:10.20511/pyr2021.v9nspe1.808

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…Fulton [48] defined motivation as the process by which an individual organizes his or her work depending on the degree of satisfaction of his or her needs. It has also been defined as a set of internal motives or reasons that explain the student's behaviour, orientation, and activities in the educational process [49]. For Escobar Fandiño et al [50], it is a complex psychological process that is not easy and includes many aspects such as perception, behaviour, emotion, decision-making, and the biological aspects of the learner's personality.…”

Section: Motivation To Learnmentioning

confidence: 99%

Educational Loss at Times of Crisis: The Role of Games in Students’ Learning in Palestine and Iraq

2023

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This study examines the role of educational games in compensating for educational loss and their impact on students’ motivation towards learning during crises in Palestine and Iraq. Additionally, the study considers the challenges facing the employment of this strategy and ways to overcome these challenges. By performing separate open semi-structured interviews with a group of 10 educators from university professors, teachers, and educational supervisors, the study used the qualitative descriptive approach which designs multiple case studies. The results showed the prominent role that educational games play in increasing students’ motivation towards learning and compensating for educational loss through what they add to the fun and suspense in the learning process and how they shorten time and effort and help students to engage and cooperate in acquiring knowledge, skills, and values. The results also reveal common challenges that face the employment of educational games. These challenges are social, economic, technological, challenges related to school environment, and psychological challenges. The study shows the possibility of overcoming these challenges by providing funding sources, preparing plans to employ educational games, and developing teachers’ capabilities to implement them in their teaching practices.

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Section: Motivation To Learnmentioning

confidence: 99%

Educational Loss at Times of Crisis: The Role of Games in Students’ Learning in Palestine and Iraq

2023

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“…Learning motivation as a predictor of academic achievement triggers plethora studies to investigate the factors affecting students' learning motivation. Technology integration is a factor that has roles in affecting learning motivation corresponding to a better educational quality through its roles in facilitating learning and enriching learning, for example through gaming technology implementation (Tsyganova, Zubkova, Bystrova, Kutepova, & Kutepov, 2021), Massive Online Open Course (MOOC) (Deshpande & Chukhlomin, 2017), and multimedia learning (Yasin, Anwar, & Luneto, 2021).…”

Section: Introductionmentioning

confidence: 99%

What Are the Roles of Educational Electronic Tools in Reading Motivation? A Literature Review

Almunawaroh

2022

Glob. Expert J. Bhs. dan Sastra

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Two main types of educational technology tools (ICT and DERs) are likely mediate and enhance reading motivation as well as reading comprehension through personalized activities and engaging activities. Though, technology provides students with various interactive features that can suit studentsâ€™ learning style and learning level, framework and approaches like constructionist framework, top-down and bottom-up approaches, as well as learning from technology and learning with technology concepts will navigate learning activities on what ways and how the technologies are used in reading activities, thus improve studentsâ€™ reading motivation, reading comprehension, and reading fluency. Reading motivation questionnaire alone might give insight to the researchers on the change of reading motivation before and after the intervention, but triangulating the data from questionnaire with the data from interview, observation, and students diary likely expands the information gauged in terms of studentsâ€™ problems and difficulties in using the technologies, their preference regarding learning activities, and how the technologies with the approaches/concepts/approach can enhance learning, increase studentsâ€™ reading motivation, comprehension, and fluency.

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Motivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19

et al. 2021

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The main aim of the present study is to adapt the academic motivation scale (AMS) for use within basic vocational training and university students. Another aim was to analyze the characteristics of the different dimensions of motivation, whilst also examining existing significant differences between the two studied educational stages. For this, we conducted exploratory and confirmatory factor analysis, alongside descriptive and inferential analysis of student responses. One of the main findings was that a reduced version of the AMS, made up of five dimensions and 21 items, demonstrated good internal consistency and fit. Further, we observed that intrinsic motivation is higher in university students, whilst extrinsic motivation is higher during the basic vocational training stage. In addition, we uncovered significant differences between both educational stages with regards to the pleasure felt by students when they better themselves, learn new things and attend the educational center. Differences also emerged in relation to the importance attributed by students to achieving a good and well-paid job. With regards to amotivation, significant differences only exist in relation to the motives students have for attending classes and decision making about whether to continue studying the course they are enrolled on. Finally, we have analyzed how the variables sex, age, prior work experience and volunteering experience, and average grade influence the motivation of students undertaking basic vocational training and university students.

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Game technologies as a means of increasing the educational motivation of university students

Cited by 4 publications

References 8 publications

Educational Loss at Times of Crisis: The Role of Games in Students’ Learning in Palestine and Iraq

Educational Loss at Times of Crisis: The Role of Games in Students’ Learning in Palestine and Iraq

What Are the Roles of Educational Electronic Tools in Reading Motivation? A Literature Review

Motivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19

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