This study investigated mean group differences in composite subjective task values, ability beliefs, and gameplay behaviors between low promotion and high promotion English as a Second Language (ESL) postsecondary students while playing two versions of a grammar-editing computer game. First, students were categorized according to their scores on the General Regulatory Focus Measure. Next, students played two identical versions of the grammar-editing game; in the second game version, an independent variable was added in the form of an in-game punishment. In the middle of each game version, students completed a modified version of the Expectancy-value Questionnaire. Independent samples t-tests were conducted to determine any statistically significant group differences between groups in terms of subjective task values, ability beliefs, and gameplay behaviors. Results indicated no statistically significant differences between groups for any of the composite dependent variables tested. However, two individual items measuring utility and attainment value indicated significant group differences. The findings of this study both supported and contradicted aspects of regulatory orientation theory and previous regulatory orientation research. This research contributed to the need for motivation studies in the field of digital game-based learning utilizing well-established theoretical frameworks. In addition, this study offered researchers, teachers, instructional designers, and video game designers insights into the effects of regulatory orientations in the digital game-based learning context.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd-6855 |
| Date | 01 January 2018 |
| Creators | Strnad, Stephen |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
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