As a teaching approach, digital game-based learning (DGBL) has grown in popularity and can positively influence students' motivational perceptions in difficult subjects, such as mathematics. DGBL has the capability to provide immediate feedback to students that can impact their results and experiences during gameplay; specifically, research studies have supported the conclusion that immediate feedback featured in DGBL can positively influence elementary students' self-efficacy and motivation related to DGBL gameplay. However, few studies have investigated the specific types of immediate feedback featured in DGBL within elementary mathematics. The purpose of this qualitative study was to investigate how different types of immediate feedback (i.e., destination, corrective, and explanatory) featured during DGBL use in mathematics influence elementary students' self-efficacy and motivation for gameplay. This study involved fifth grade students interacting with a digital game and being interviewed individually to elaborate on their perceptions regarding how feedback featured in DGBL influenced their self-efficacy and motivation. Findings from this study suggest the importance of DGBL immediate feedback as results indicated a positive change in both self-efficacy and motivation among students. / Doctor of Philosophy / Digital game-based learning (DGBL) is a teaching method used to enhance learning that is facilitated by the use of a digital game. DGBL provides students with opportunities to interact with virtual worlds that incorporate educational content with the goal of engaging learners in all subjects. A challenge for educators is to select digital games that motivate students to engage in difficult subjects, such as mathematics. The articles here seek to better understand how DGBL can potentially influence elementary students' motivation, engagement, and assist elementary educators' future instructional decisions implementing DGBL in an elementary mathematics setting. The study investigated how different types of immediate feedback (i.e., destination, corrective, and explanatory) featured during DGBL use in mathematics influence elementary students' self-efficacy and motivation for gameplay. Research featured in both articles indicated the importance in understanding how different motivational factors can affect students' motivation during DGBL use, and how an increased motivation can lead to increased engagement, which can lead to increased learning.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/118602 |
| Date | 28 March 2024 |
| Creators | Engelhardt, Mason Robert |
| Contributors | Education, Vocational-Technical, Doolittle, Peter E., Fortune, Donna J., Bradley, Nancy Ann, Jones, Brett D. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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