Digital Game-based Learning: How Goal-oriented Instruction and Intrinsic Motivation Affects learning.

Abstract

Few studies have investigated the integration of digital games in learning contexts. One way of integrating Digital Game-based Learning [DGBL] into the learning context is to provide instructions about the objectives of playing the game. Although research indicates that goal-oriented instructions increase deep learning, the effect of instruction is not yet fully understood. The aim of this study is to investigate how the relationship between mastery-oriented instruction and deep learning is mediated by intrinsic learning motivation in DGBL environments. Therefore (n = 103) participants, aged 16-25, participated in an experimental mixed design study with a pre-test and post-test in three conditions. The control condition did not receive instruction whereas the experimental conditions received either a performance or mastery goal-oriented instruction. The results show no relationships between goal-oriented instruction type and deep learning. The results suggest a negative effect for performance goal-oriented instruction on intrinsic learning motivation. However, further research is needed to confirm this. A significant relationship is found between intrinsic learning motivation and deep learning. Which indicates that educators should aim to increase intrinsic learning motivation of students in DGBL environments. The intrinsic learning motivation of students positively impacts deep learning.