ERIC Number: ED636591
Record Type: Non-Journal
Publication Date: 2015
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Game Features and Individual Differences: Interactive Effects on Motivation and Performance
Matthew E. Jacovina; Erica L. Snow; G. Tanner Jackson; Danielle S. McNamara
Grantee Submission, Paper presented at the Annual Meeting of the Artificial Intelligence in Education International Conference (17th, 2015)
To optimize the benefits of game-based practice within Intelligent Tutoring Systems (ITSs), researchers examine how game features influence students' motivation and performance. The current study examined the influence of game features and individual differences (reading ability and learning intentions) on motivation and performance. Participants (n = 58) viewed lesson videos in iSTART-2, an ITS designed to improve reading comprehension skills, and practiced with either a game-like activity or a minimally game-like activity. No main effects of game environment were observed. However, there was an interaction between game environment and pretest learning intentions in predicting students' self-reported effort. The correlation between learning intentions and self-reported effort was not significant for students who practiced with the more game-like activity, whereas it was for students who practiced in the less game-like activity. We discuss the implications for this interaction and how it might drive future research. [This paper was published in: "Artificial Intelligence in Education, 17th International Conference, Proceedings," Springer, Cham, 2015, pp. 642-45.]
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Research (NCER) (ED/IES)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A130124