ECGBL Motivation in Educational Games

A paper presented at the 2009 European Conference for Games-based Learning in Graz, by Alex Moseley.

motivation
implications for education
in ARGs
Moseley, Culver,
Whitton, Piatt
Theory
Practice
motivation
demotivation
Traditional
Emerging
ARGs
for learning
constructionist
problem solving
goals for learning
social collaboration
collective intelligence
r  e  f  l  e  c  t  i  o  n
low tech needs
C.o.P.
Moseley (2008)
problem solving at various levels
progress through the game / rewards
narrative
regular delivery of new challenges
large active community
influence on outcomes
light technology reliance
Whitton (2009)
completion
competition
narrative
puzzle solving
community
creativity
participation
autonomy
competition
assessment
Viola Quest
Operation: Sleeper Cell
Great History Conundrum
The Neverending Uni Quiz
participants
engagement
simple
clear aims
+story   +puzzles    +levels    +creativity
-slow

-unfair

-unclear

-undemanding

-too demanding
+competition +puzzles +achievement +stages +narrative +creative +community
construct own understanding of the game environment
provide stimulus for puzzle solving / goal for learning
support social collaboration
Savery & Duffy, 1995
"massively distributed puzzle pieces were tracked down... by individuals, but analysed by the group"
McGonigal 2008
difficulty getting started
stuck: no path forward
unfairness / no trust
lack of interest
motivators
demotivators
motivators
low
high take-up
pure ARG
elements
of ARGs