Examining Motivational Factors in Serious Educational Games
نویسنده
چکیده
It is widely accepted that meaningful learning is associated with motivation. It is also widely assumed that learning will eventuate if the process is fun. The English philosopher John Locke (1968) once said, more than 300 years ago, that it would be desirable to make learning a play or recreational activity rather than an assigned task or a have-to-do business. In other cultural settings, this educational “fancy” was also favored and regarded as one of the learning principles. For instance, in the Analects of ancient Oriental educationist Confucius (Leys, 1997), it was proclaimed that students should immensely enjoy their learning by pursuing, reviewing, and applying knowledge. What Confucius and Locke proposed is perhaps the ultimate goal of all dedicated educators and learners. In an era that is characterized by the advancement of information technology and proliferation of educational software, are we getting nearer to that goal? More specifically, can serious educational games, often presented as digital multimedia environments, contribute to fostering users’ enjoyment as well as achievement? abstRact
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