The Effect of Consumer Motivation to Play Games on Video Game-playing Engagement

Banytė, Jūratė; Gadeikienė, Agnė

doi:10.1016/s2212-5671(15)00880-1

Cited by 21 publications

(18 citation statements)

References 32 publications

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“…Game online tidak hanya memberikan hiburan tetapi juga memberikan tantangan yang menarik untuk diselesaikan sehingga gamers bermain game online tanpa memperhitungkan waktu demi mencapai suatu kepuasan (Banyte & Gadeikiene, 2015). Melalui games yang dapat dimainkan bersama pemain lainnya, seseorang dapat bersosialisasi melalui interaksi yang terjadi dengan pemain lain ketika bermain games.…”

Section: Pendahuluanunclassified

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Budiono¹,

Hasmira²

2020

perspektif

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The development of technology allows people to explore the world without having to get out of their homes through the internet. Through the internet, people from all over the world can do things that were previously very difficult to do, such as finding information, visiting certain places, to communicating with people in other regions without being affected by the conditions of space and time. Through the development of technology and the internet, the entertainment and game industries are also developing rapidly to create digital games that can be played with others without having to meet. Digital games, or commonly called games (games), quickly spread and get a lot of fans who play them, commonly referred to as gamers (gamers). The gamers then slowly, but surely, put their gameplay activities into the list of daily activities, not just as a pastime. This causes the activities of playing games to become a habit for them. These habits have an impact on their mental and bodily conditions, both positive and negative. Mental conditions and the body that formed can be seen through their behavior in everyday life. This study explains the behaviors of gamers formed through the habit of playing games and their impact on their daily lives. Through the results of this study, we can find out how playing games can become a necessity for gamers so that it can be used as a reference to overcome the habit of playing games.

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Section: Pendahuluanunclassified

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Budiono¹,

Hasmira²

2020

perspektif

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“…By having to overcome real challenges to achieve the simulation's objectives and by following clearly explained rules and principles, the participants face a competition with a designed challenge, which encourages curiosity and guides them towards the goal. In the case of education, the goal is to motivate students to learn or continue learning [89][90][91][92][93].…”

Section: Research Model and Working Hypothesismentioning

confidence: 99%

“…One premise of the cognitive theories of motivation is that motivation is ever-changing and sensitive to the context [97]. Therefore, it is important to attend to the affective and motivational components of the teaching-learning process to promote willingness from students to learn and to continue learning [89,90,93].…”

Section: Research Model and Working Hypothesismentioning

confidence: 99%

Determinants of the Effectiveness of Using Renewable Resource Management-Based Simulations in the Development of Critical Thinking: An Application of the Experiential Learning Theory

2019

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The twenty-first century’s society experiences new challenges in being immersed in a new paradigm of the educational system. Higher education institutions should train professionals so that they are able to experience real situations in order to encourage reflection on affective, aesthetic, and ethical dimensions of these people in their relations with the natural and sociocultural environment. Learning strategies must allow the acquisition of creative, active, and applied knowledge as well as the development of critical thinking. According to the experiential learning theory, to achieve this, higher education should use student-centered interactive and collaborative teaching methodologies and focus studies on the skills that graduates must have, promoting student know-how, initiative, and autonomous learning. Business simulations are instruments that fulfil the above characteristics, facilitating learning. The objective of this research was to provide a model that identifies the determining factors (simulation’s realism and structure, perceived usefulness, and students’ learning motivation) in the effectiveness of using these tools to develop critical thinking focused on sustainability. Three hundred and twenty-six surveys completed by undergraduate students were obtained, which used a structural equation model (SEM) to analyze the influence of realism, simulation structure, perceived usefulness, and students’ motivations to develop critical thinking. The outcomes according to the experiential learning theory showed that the game’s realism lets students perceive its usefulness and, together with an adequate simulation structure, determines the students’ learning motivations by developing critical thinking.

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“…On the other hand, all initiation records in small uncertainty group were pastime and playing request. Studies on motivation taxonomy categorized playing and pastime activities as intrinsically motivated, whereas epistemic curiosity is regarded experiential motivation, a stance between extrinsic and intrinsic motivation [8]. Participants who experienced great uncertainty would reasonably desire to explore the assistant's capability in order to resolve uncertainty.…”

Section: Free Choice Initiation By Motivation Typesmentioning

confidence: 99%

Intrinsic Motivation in Virtual Assistant Interaction

Yanagisawa

2019

ISASE

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Conversational virtual assistants have exploded in popularity in recent years. Developers have been working to create personality in virtual assistants, so that users treat them more than mere automation tools. Among other factors, motivation is considered playing an important role. However, previous researches focused mainly on extrinsic motivation, and ignored the fact that intrinsically motivated engagement cultivates better relationship of reliance. Intrinsic motivation is derived from inner urge to seek enjoyment in an action itself, while extrinsic motivation is oriented at consequences and rewards. In context of virtual assistant interaction, motivation is formed based on the user's prior expectation: whether the assistant can cope with his/her intention. When the expectation is contradicted, the user is subjected with disruption and is bounced back to learning process about the assistant's attributes. Related works in expectation effect found that the surprising amplitude of disruption is function of perception uncertainty and prediction error. The current research investigated effects of expectation towards the assistant's capability and uncertainty during perception on intrinsic motivation. We conducted laboratory environment experiments using Amazon Echo smart speakers and extracted subjective assessment as well as used free choice paradigm as objective measurement. The result showed a significant trend that small uncertainty encouraged more intrinsically motivated interaction while large uncertainty motivated the participant to interact in order to resolve uncertainty. Neither uncertainty nor expectation showed main effect on subjective assessment on intrinsic motivation. Our findings suggest that trading consistency for performance is a risky strategy in designing virtual personality.

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The Effect of Consumer Motivation to Play Games on Video Game-playing Engagement

Cited by 21 publications

References 32 publications

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Determinants of the Effectiveness of Using Renewable Resource Management-Based Simulations in the Development of Critical Thinking: An Application of the Experiential Learning Theory

Intrinsic Motivation in Virtual Assistant Interaction

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