Motivation is a game: Massively multiplayer online games as agents of motivation in higher education

Bawa, Papia; Watson, Sunnie Lee; Watson, William R.

doi:10.1016/j.compedu.2018.05.004

Cited by 45 publications

(19 citation statements)

References 76 publications

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“…Item 11 refers to whether the teacher had led students to play games to learn English and it had the lowest means of 2.69 among the whole scale. The lowest means of item 11 indicated that games were not commonly observed in online learning even though considerable evidence shows that games provide "robust, stimulating and motivating environments" for learners (Bawa, Watson & Watson, 2018). In fact, various digital games have been used by many commercial online courses in China as technological tools and stimulus to orient and engage distance learners.…”

Section: Affective Rolementioning

confidence: 99%

Examining Teachers’ Roles in Online Learning

Qiang

2018

eurocall

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<p>Online learning has been used in the literature to cover diverse learning contexts ranging from blended learning, distance learning, virtual learning and web-enhanced learning. Many aspects of online learning have become the focuses of research and teacher roles are one of them. The present study, therefore, intends to examine how 153 university students perceived the roles of their teachers in online learning of a blended English course by using a 27-item and 5-Likert-scale questionnaire (the STRI). Results of statistical analyses showed that the Cronbach’s Alpha value of the entire questionnaire was .955 and those of the three sub-roles were all above .891, indicating that both the questionnaire and the three factors of sub-roles were reliable and valid. Further analyses revealed that the three sub-roles of teachers, i.e., the cognitive role, the affective role and the managerial role, were significantly different from each other. Among them, the means of the managerial role was significantly higher than that of the cognitive role while the means of the affective role was the lowest. Results of descriptive statistics also revealed that keeping a record of students’ learning in the managerial role was quite notable for students. The findings suggest that the roles of teachers in online learning as a whole were reduced. However, the managerial role was more notable than the other two roles and the affective role was the least impactful in the online learning context in this study. The researcher believes that these findings may offer some insights to classroom implications and provide the basis for future studies of comparing teacher roles across different educational contexts.</p>

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Section: Affective Rolementioning

confidence: 99%

Examining Teachers’ Roles in Online Learning

Qiang

2018

eurocall

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“…As the result, people with more experience will face benefits like they tend to be more aware toward their behaviour and attitude (Petty, et al, 2007), also have a specific characteristic which differs them with another person (Bandura, 2006). Since many experts believed that the use of digital gaming activities has a significant impact toward the development of self-efficacy (Bawa et al, 2018;Hopp, et al, 2015;Klimmt & Hartmann, 2008), the students with specific gaming experiences might also carry out the characteristics too.…”

Section: The Digital Game Experience Upon Self-efficacymentioning

confidence: 99%

“…individual games and devices, game genres, and accessibility. It is essential to define the degree of gaming experiences since the in-game immersion is different between one gamer to the others (Cairns, et al, 2000;Bawa, et al, 2018).…”

Section: The Digital Game Experience Upon Self-efficacymentioning

confidence: 99%

Self-efficacy analysis of EFL student with digital game experiences

Alhaq

Drajati

Tarjana

2020

AJBS

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“…The possibility of using a multiplayer online game MMOG is noted. The researchers are analyzing the experiences of using this content in English and Business courses that used an MMOG-based curriculum [10].…”

Section: Introductionmentioning

confidence: 99%

Business games in teaching foreign students professional Russian language

et al. 2021

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The article analyzes the use of business games that simulate real situations when teaching Russian to foreign students in order to form the required professional competencies. Simulation games are considered as an important element that contributes to increasing the motivation of learning, activating the process of communication in a non-native language and making decisions in the professional sphere. The authors pay special attention to the consideration of approaches to solving the problems of advanced training of engineering students. It is noted that the business game, which simulates various aspects of the professional environment and real production processes, allows you to train students to apply the theoretical knowledge gained and solve problems that arise in their professional activities. The advantages of using business games over traditional learning technologies are considered: free communication, an captivating and exciting game process contribute to the development of communication skills of students who have the language barrier in other conditions of language learning. It is noted that the business game allows you to form linguistic competencies in conditions close to real ones, promotes the development of creative thinking, and the acquisition of teamwork skills in the professional sphere.

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Motivation is a game: Massively multiplayer online games as agents of motivation in higher education

Cited by 45 publications

References 76 publications

Examining Teachers’ Roles in Online Learning

Examining Teachers’ Roles in Online Learning

Self-efficacy analysis of EFL student with digital game experiences

Business games in teaching foreign students professional Russian language

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