The Impact of Game Design Elements on Adolescents' Motivation and Executive Function Skills in a Cognitive Skills Training Game

Autor/in	Tam, Frankie L.
Titel	The Impact of Game Design Elements on Adolescents' Motivation and Executive Function Skills in a Cognitive Skills Training Game
Quelle	(2023), (327 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New York University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4538-3
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Executive Function; Game Based Learning; Intervention; Teaching Methods; Cognitive Development; Learner Engagement; Learning Motivation; Computer Games; Inhibition; Adolescents; Preadolescents; Transfer of Training; Measures (Individuals); Scores + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitive Entwicklung; Motivation for studies; Lernmotivation; Computer game; Computerspiel; Computerspiele; Hemmung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-adolescence; Präadoleszenz; Training; Transfer; Ausbildung; Messdaten
Abstract	Executive functions (EF) are important cognitive processing skills required for planning, reasoning, problem solving and self-monitoring. It is vital to various aspects of human development from behavioral, social-emotional to academic. There is an increasing interest in identifying and developing cognitive skills training interventions. Results have shown promising results using custom-designed games for cognitive skills training. Cognitive skills training games can enhance cognitive skills training performance and outcomes through motivating and engaging learners in repeated practice and progressive challenges. However, research focus on understanding the impact of game design on motivation and performance in custom-designed cognitive skills training games is limited. This study examined the impact of two specific game design elements (star system and motivational agent) in a cognitive skills training game on adolescents' intrinsic motivation and executive function skills. Four versions of Gwakkamole, a digital game designed to train inhibition skill, a specific subskill of executive function, were played by adolescents (aged 9-14; N = 103) for 20 minutes, (1) star system only, (2) motivational agent only, (3) star system and motivational agent, and (4) no star system and motivational agent. Three levels of transfer Game log data were used for measuring in-game performance. Two EF measures were administered before and after the interventions: the Flanker task (inhibition skill measure) and the Dimensional Change Card Sort (DCCS) task (shifting skill measure) for understanding EF performances. Intrinsic Motivation Inventory was administered after the intervention for measuring intrinsic motivation. Controlling for pretest score, a significant higher in-game performance was found in the star system groups but no significant differences were found in executive functions performances. In addition, there were no significant differences in the level of intrinsic motivation across treatment conditions. These findings illustrate the potential of game design elements in improving game-based cognitive skills training outcomes. It provides a foundation for informing future research in designing and developing custom-designed cognitive skills training games. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01