The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking

Abstract

This study aims to investigate the effects of students’ learning motivation and learning performance in a digital game-based learning setting and the structure of competition. This study uses Social Cognitive Theory, which emphasizes the bidirectional effects between personal factors, environmental factors, and behavior. We use the emotional state as the personal factor, social support as the environmental factor, learning performance as behavior. We also use self-efficacy and learning motivation as the mediating factors in the model. Data samples were collected from approximately 600 students in junior high schools in Taiwan. The students learned via either application or conventional lectures in three groups. The Control Group (CG) learned the course through a conventional learning approach. The Experimental group 1 (EG1) learned by a digital game, while Experimental Group 2 (EG2) learned through the digital game in combination with a structure that involved competing and entrepreneurship with classmates. The result of this research shows that the emotional state negatively affects learning motivation and self-efficacy, that self-efficacy will positively affect learning motivation, social support will positively affect self-efficacy, and self-efficacy and learning motivation will both positively affect learning performance. In addition, this research certifies previous works that entrepreneurs prefer to be more aggressive in competitions, have a high demand for accomplishment motivation, and are more likely to facilitate competitive over non-competitive environments.

Advergames for children's health education and communication practices

“…This study confirmed some implication from other studies, which has indicated that the game-based learning method has a positive effect on declarative knowledge delivery (Clark et al. , 2016; Chen and Huang, 2013) and learners' motivation enhancement (Chen Tu, 2021; Ozcelik et al ., 2013; de Freitas S 2006). In addition, the findings argued that the learners enjoy lower-skill level games instead of higher-skill level games mentioned in a previous study (Liu et al ., 2013).…”

“…According to the results of the pre-test and post-test, the research team sees the potential of using advergames to improve children's learning experience and outcomes by drawing them into the process, which is supported by prior similar research in using digital games for learning (Girard et al, 2013;Klopfer et al, 2012). This study confirmed some implication from other studies, which has indicated that the game-based learning method has a positive effect on declarative knowledge delivery (Clark et al, 2016;Chen and Huang, 2013) and learners' motivation enhancement (Chen Tu, 2021;Ozcelik et al, 2013;de Freitas S 2006). In addition, the findings argued that the learners enjoy lower-skill level games instead of higher-skill level games mentioned in a previous study (Liu et al, 2013).…”

“…Some other research gives a further explanation of this view from a psychological perspective. Digital game playing not only benefits psychological or physical health (Blumberg et al, 2013;Cole and Griffiths, 2007) but also seems to help with the formation of learning habits and behaviors (Cicchirillo and Lin, 2011) which is also implied in the social cognitive theory (Chen and Tu, 2021;Bandura, 1977Bandura, , 2001.…”

Association between Self-Efficacy and Learning Conformity among Chinese University Students: Differences by Gender

“…Motivation is the direct cause of student learning; motivation directly causes or sustains student learning behavior [18]. University students' learning motivations are affected by personal cognition.…”

Desempenho em tarefa de realidade virtual entre mulheres na pós-menopausa

“…Considerados educativos e divertidos, os jogos sérios são altamente agradáveis, atraentes e intrinsecamente motivadores 96,97 . Diferem de jogos de entretenimento em seu objetivo de educar e promover a mudança de comportamento 98 .…”