Mediated enactive experience versus perceived mastery experience: An enhancing mechanism versus a mediator of character attachment and internal political efficacy in serious games

This study aimed to investigate whether mediated enactive mastery experiences provided by a serious game could enhance players’ internal political efficacy (IPE) and further, to examine a path model of how character attachment and pretest IPE might influence perceived mastery experience and posttest IPE. A serious game that incorporates the enactive mastery experience and includes inventories of the measured variables was developed using Adobe Flash and JavaScript. One hundred thirteen college students participated in this study. The results of repeated measure analysis of variance revealed that the participants improved their IPE after playing the game, suggesting that the employed enactive mastery experience is effective. Moreover, results of structural equation modeling suggest that perceived mastery experience is an important mediator of character attachment and posttest IPE as well as a mediator of pretest IPE and posttest IPE. The findings of this study shed light on how to incorporate effective psychological mechanisms to enhance IPE in serious games.     

Predictors of digital competence in 7th grade: a multilevel analysis

Since 2006, the ability to use information and communication technology (ICT) has been included as a key competence in the curriculum in Norway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence aims, and to examine factors that can predict students' digital competence. A sample of 1793 students and 125 school leaders from 125 schools was used. The findings show variation in digital competence both between students and between schools. Results from a multilevel analysis showed that higher levels of mastery orientation and self‐efficacy (i.e., motivation) and the students' family background (i.e., language integration and the number of books at home) were predictors of students' levels of digital competence. Additionally, when school leaders reported higher levels of culture for professional development among the teachers at school, increased levels of digital competence were found among students. Challenges for schools and teachers to support students' motivation and to emphasize digital inclusion still prevail.     

Effectiveness of MMORPG‐based instruction in elementary English education in Korea

This study investigated the effectiveness of massive multiplayer online role‐playing game (MMORPG)‐based (massive multiplayer online role‐playing game) instruction in elementary English education. The effectiveness of the MMORPG program was compared with face‐to‐face instruction and the independent variables (gender, prior knowledge, motivation for learning, self‐directed learning skills, computer skills, game skills, computer capacity, network speed, and computer accessibility) were examined to see how accurately achievement was predicted in MMORPG instruction. The results indicated that students studying English utilizing online role‐playing games showed higher scores in areas of listening, reading, and writing than those who attended face‐to‐face instruction classes. It was also found that prior knowledge, motivation for learning, and network speed were factors affecting achievement in English learning. These findings suggest that MMORPGs can play an important role in improving English communicative skills.     

Self‐efficacy,learning method appropriation and software skills acquisition in learner‐controlled CSSTS environments

A computer‐simulated software training system (CSSTS) delivers a specific form of computer‐based training in which participants are allowed to select various training features within a simulated software environment. Given the growing use of these systems as end‐user training (EUT) aids, there is a need for greater understanding of how participants use these systems, as well as whether participant‐controlled learning environments are truly effective. The present research examines how a particular learner characteristic, software self‐efficacy, drives appropriation in a high learner control, CSSTS environment. Contrary to notions in the literature, results from spreadsheet and database software training courses reveal that pre‐training specific software self‐efficacy constitutes a significant, negative predictor of faithful appropriations of the CSSTS. This research also establishes a positive relationship between faithful appropriation and increases in software self‐efficacy (SSE). In essence, faithful appropriations lead to greater increases in SSE, which influences software skills performance. In addition, the research validates prior EUT research by extending prior findings to a database training environment. A psychometrically sound measure is put forth to capture database self‐efficacy.     

Goal setting outcomes: Examining the role of goal interaction in influencing the experience and learning outcomes of video game play for earthquake preparedness

Video game goals are important features of video games. Player’s interaction with goals can not only shape the gaming experience by evoking cognitive and affective reactions in players, but also lead to learning outcomes. However, there are few empirical studies on the effects of interacting with game goals, and no previous research has manipulated goal setting. In two experimental studies, participants were randomly assigned to one of the following five conditions: self-set goal repetitive play, assigned goal repetitive play, no-set goal repetitive play, no-set goal single play, and no play. Results show that playing earthquake preparedness video games generates significant learning outcomes; playing repeatedly with self-set goals yields greater learning compared to playing once with no-set goals or not playing; and cognitive reactions mediates the relation between goal interaction and learning. Implications of the results for the design and evaluation of future video games for learning are explored.     

Interplay of prior knowledge,self‐regulation and motivation in complex multimedia learning environments

This study examined the direct and indirect effects of medical clerkship students' prior knowledge, self‐regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed that medical students' prior knowledge directly positively affected their learning outcome, self‐efficacy and performance approach goal orientation. The learners' self‐regulation had a significant positive direct effect on learning outcome. The learners' mastery goal orientation directly affected their learning outcome. Interestingly, inconsistent with our hypothesis, the learners' performance approach goal orientation showed a significant negative direct effect on learning outcome, and performance avoidance goal orientation had a significant positive effect on learning outcome. These findings help develop a more comprehensive understanding of the role of individual characteristics on learning performance of complex tasks in multimedia learning environments.     

Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training*

Abstract Many would agree that learning on the Web – a highly autonomous learning environment – may be difficult for individuals who lack motivation and self‐regulated learning skills. Using a social cognitive view of academic motivation and self‐regulation, the objective of the present study was to investigate the relations between students' motivational beliefs, their perceptions of the learning environment and their satisfaction with a self‐paced, online course. Service academy undergraduates (n = 646) completed a questionnaire following online training. Pearson correlations indicate that task value, self‐efficacy and perceived instructional quality were significantly positively related to each other and to students' overall satisfaction with the self‐paced, online course. Additionally, results from a three‐step hierarchical regression reveal that task value, self‐efficacy and instructional quality were significant positive predictors of students' satisfaction; the final regression model accounted for approximately 54% of the variance in the outcome measure. These findings support and extend prior research in traditional classrooms and online education in university settings, indicating that military students' motivational beliefs about a learning task and their perceptions of instructional quality are related, in important ways, to their overall satisfaction with online instruction. Educational implications and suggestions for future research are discussed.     

The effect of SDLR and self‐efficacy in preschool teachers by using WS learning

This study examined whether self‐directed learning readiness (SDLR) moderates the association between Internet self‐efficacy and approaches to learning by web searching (ALWS). A total of 329 valid questionnaires were used for the correlation and path analysis. The results revealed that preschool teachers' SDLR significantly moderated the influence of Internet self‐efficacy and ALWS. Thus, this result suggests that spending more time on SDLR may increase preschool teachers' ALWS, which may enhance their teaching practice via web‐based professional development. Findings from this study may have implications for preschool teachers who aim to improve their teaching practice by targeting web‐searching environment and approaches to learning. The findings suggest that the positive mediation role of SDLR between Internet self‐efficacy and ALWS, especially effective learning, active learning and independent learning of SDLR. Because SDLR has the great influence on the online learning domain, preparing teacher's self‐directed learning ability is important for educational authorities to facilitate teachers' better performance when learning online.     

Does a Creative Designer Necessarily Translate into the Creative Design of a Product? Exploring Factors Facilitating the Creativity of a New Product

Product creativity is a rarely studied topic in the area of new product development; nevertheless, its importance has been recognized by many researchers in a variety of fields. In this research, two studies were conducted: the first was quantitative and the second was qualitative. These studies examined the relationships among five variables: analogical thinking ability, creative self‐efficacy, length of experience, team climate for creativity and product creativity. The results of a multiple regression indicated that analogical thinking ability is an antecedent of design creativity, and that creative self‐efficacy is a mediator between them. The results also showed that length of experience and team climate for creativity have significant moderating effects. These findings indicate that both person‐based (i.e., ability, self‐efficacy and length of experience) and situation‐based (team climate) variables are key factors in developing the creative design of a new product.     

Switch on to games: Can digital games aid post-work recovery?

Recovery is a necessary factor in avoiding work-related strain and in feeling prepared for the next day of work. In order for recovery to be successful, an individual must experience psychological detachment from work, relaxation, mastery experiences and a sense of control, all of which have been argued to be assisted by digital game use. However, it is unclear whether these associations will be greater for certain digital game genres, or whether this would extend to other recovery-related outcomes, for instance work home interference (WHI), where the stress from work interferes with home-life. These factors may be vital in determining whether interventions aimed at improving recovery using digital games would be effective, and what form these should take. The present research surveyed 491 participants and found that the total number of hours spent playing digital games per week was positively correlated with overall recovery. Correlations varied with genre, highlighting the importance of game characteristics in this relationship: first person shooters and action games were most highly correlated with recovery. Moreover, digital game use was not related to a reduction in work–home interference. When restricting the analysis to gamers who report to have developed online relationships, online social support mediated the relationship between digital game use and recovery. Results are discussed in terms of how digital games may be utilised to improve recovery and reduce work-related stress.     

Individual learning goal orientations in self‐managed team‐based organizations: A study on individual and contextual variables

Previous research has shown the importance of individual learning goal orientation for both job and task performance and consequently organizational performance. Despite its importance, knowledge on the antecedents of learning goal orientation remains scarce, especially in the context of self‐managing team‐based organizations. In fact, most of the research on goal orientation antecedents has been focused on individual characteristics, belief, and ability, while the contextual factors that might influence them remain unspecified. We build on and further extend earlier studies by jointly exploring the role of individual and contextual factors affecting individual learning orientation. In particular, this study combines individual informal social network, self‐efficacy, performance feedbacks, and team identification into a model that explains individuals' learning goal orientation within self‐managing team‐based organizations. The model was empirically tested on a sample of 104 individuals belonging to an R&D organization relying on self‐managing teams. Results show that performance feedback has a negative direct effect, while team identification has a positive direct effect on individual learning goal orientation. In addition, we found that individual self‐efficacy is a mediator of the relationships between performance feedback and brokerage in the advice network and individual learning goal orientation. Finally, we did not find a relationship between centrality in the friendship network and individual learning goal orientation.     

A mixed methods assessment of students' flow experiences during a mobile augmented reality science game

Current studies have reported that secondary students are highly engaged while playing mobile augmented reality (AR) learning games. Some researchers have posited that players' engagement may indicate a flow experience, but no research results have confirmed this hypothesis with vision‐based AR learning games. This study investigated factors related to students' engagement – as characterized by flow theory – during a collaborative AR, forensic science mystery game using mobile devices. School Scene Investigators: The Case of the Stolen Score Sheets is a vision‐based AR game played inside the school environment with Quick Response codes. A mixed methods approach was employed with 68 urban middle school students. Data sources included pre‐ and post‐surveys, field observations and group interviews. Results showed that neither gender nor interest in science was an important predictor of variability in flow experience. Gaming attitude uniquely predicted 23% of the variance in flow experience. Student flow experience features included a flash of intensity, a sense of discovery and the desire for higher performance. The findings demonstrated a potential for mobile AR science games to increase science interest and help students learn collaboration skills. Implications for future research concerning mobile AR science games are discussed.     

An Exploratory Study of Entrepreneurial Creativity: Its Antecedents and Mediators in the Context of UAE Firms

In this study, we attempt to advance our understanding of the role of entrepreneurial creativity in the context of firms in the United Arab Emirates (UAE). Through field research accompanied by a review of the related literature, this study identifies crucial antecedents of entrepreneurial creativity. The proposed model combines variables belonging to different contextual factors such as external factors (resource access, resource possession, and alertness to opportunity) and individual factors (creative self‐efficacy, expertise and intrinsic motivation). The model is tested using data from a large‐scale survey of firms in the UAE. We find that expertise and creative self‐efficacy is significantly related to entrepreneurial creativity. The results also reveal that intrinsic motivation and alertness to opportunity are the key mediators between contextual factors and entrepreneurial creativity. The findings of this study present some interesting practical implications to entrepreneurs in order to improve their creative skills.     

Self‐regulation during e‐learning: using behavioural evidence from navigation log files

The current paper examined the relationship between perceived characteristics of the learning environment in an e‐module in relation to test performance among a group of e‐learners. Using structural equation modelling, the relationship between these variables is further explored in terms of the proposed double mediation as outlined by Ning and Downing. These authors initially proposed that motivation and self‐regulation strategies are mediators between the perception of the learning environment and performance. In our replication and extension study, we substituted self‐reported self‐regulation with behavioural indicators of self‐regulation using navigation log files and focused on test‐taking rather than general motivation. We proposed that navigational patterns captured using log files can also help deduce self‐regulation in e‐modules and provide information in the absence of self‐reports. Path analyses provide partial support for our navigational hypotheses and the model. Implications of our results for the use of e‐module data and conclusions based on navigation are discussed.     

Who but not where: The effect of social play on immersion in digital games

The majority of digital games available today offer a variety of multi-player settings including co-located and mediated play between opponents. Immersion, the sense of being “in the game,” is one of the key components of the gaming experience but existing literature suggests that social play provides more fun but less immersion. There is however little empirical support for this. This paper therefore addresses the question: how does playing digital games in a social situation alter the sense of immersion felt by the individuals playing? This paper presents three experiments that test the relationship between social setting and immersion. The three experiments aim to manipulate the social setting in which players play, be it against a computer, against a person online or against a co-located person. Overall the three experiments show that players are more immersed when playing against another person rather than playing against a computer but there is no significant difference in immersion whether the other person is online or in the same room. This refutes previous claims about social play reducing immersion and indeed that social play enhances the sense of being in the game where interaction is through the game.     

What to Tell About Me? Self‐Presentation in Online Communities

This paper investigates how the type of community and personal goals affect self‐presentation. In 3 online studies, we simulated the registration process in online communities, presenting either a common‐bond or a common‐identity community. Study 1 confirmed that members of the common‐bond community presented themselves in an individualizing manner, while members of the common‐identity community focused on characteristics shared among members of the community. Study 2 investigated underlying processes, showing that the goal to get in contact with other members was less salient in the common‐identity than in the common‐bond community. Study 3 demonstrated that community members actively manage their self‐presentation in accordance with personal goals. Based on these findings, we discuss implications for research and profile design.     

The differences in motivations of online game players and offline game players: A combined analysis of three studies at higher education level

Computer games have become a highly popular form of entertainment and have had a large impact on how University students spend their leisure time. Due to their highly motivating properties computer games have come to the attention of educationalists who wish to exploit these highly desirable properties for educational purposes. Several studies have been performed looking at motivations for playing computer games in a general context and in a Higher Education (HE) context. These studies did not focus on the differences in motivations between online and offline game players. Equally the studies did not look at the differences in motivations of people who prefer single player games and people who prefer multiplayer games. If games-based learning is to become a recognised teaching approach then such motivations for playing computer games must be better understood. This paper presents the combined analysis of three studies at HE level, performed over a four year period from 2005 to 2009. The paper focuses on differences of motivations in relation to single player/multiplayer preference and online/offline game participation. The study found that challenge is the top ranking motivation and recognition is the lowest ranking motivation for playing computer games in general. Challenge is also the top ranking motivation for playing games in HE while fantasy and recognition are the lowest ranking motivations for playing games in HE. Multiplayer gamers derive more competition, cooperation, recognition, fantasy and curiosity from playing games and online gamers derive more challenge, cooperation, recognition and control from playing games. Multiplayer gamers and online gamers ranked competition, cooperation and recognition significantly more important for playing games in HE than single players and offline participants.     

Creative Problem Solving in Second Life: An Action Research Study

A digital Creative Problem‐Solving (CPS) process was facilitated in a 3D virtual world in order to assess whether such an environment was conducive to remote synchronous creative collaboration. IBM associates comprised the majority of the group that was involved in the process. Insights regarding the experience working within this virtual environment are discussed at length as seen through the eyes of the authors (CPS facilitators) of this paper and through the eyes of the participants. Data was gathered through a short feedback form administered to all participants, and informal interviews were also held to explore ways to improve the CPS experience. Results were encouraging. In common, participants reported that their experiences were deeply engaging and conducive to creative collaboration. An argument is made for the early adoption and use of this type of virtual worlds for remote‐synchronous creativity interactions. Finally, from a systems view of creativity, the authors identify opportunities for future research studies that examine the efficacy of creative collaboration within virtual worlds.     

Player see,player do: Testing an exergame motivation model based on the influence of the self avatar

While the benefits of physically immersive video games, or exergames, have witnessed much research attention, less is known about the psychosocial processes that enable exergames to be an effective digital tool. An increasing number of exergames feature in-game graphical representations (avatars) of players and, and research shows that these avatars have the potential to influence self-perceptions. This study proposes an exergame motivation model based on the Social Cognitive Theory (SCT) that explores the impact of avatars on exergame players. The SCT suggests that individuals can learn through an enactive experience, and exergames appear to offer this form of learning through the presence of the player's in-game graphical representation (self avatar). 322 participants played an exergame for six sessions that feature self avatars. Structural equation modeling (SEM) results showed a good fit for the proposed exergame motivation model. Through the presence and behavior of the player's self avatar, the player learns by experiencing for himself/herself the results and consequences of his/her behavior within the exergame as he/she identifies with the character. Enjoyment was also found to partially mediate the relationship between identification with the avatar and exergame intention. The proposed exergame motivation model is likely to contribute to a deeper understanding of avatar and exergame effects and inform future research on health gaming interventions.     

Being your own role model for improving self‐efficacy: An elementary teacher self‐actualizes through drama‐based science teaching

Abstract:

Many teachers in elementary schools lack school science self‐efficacy, largely because of their inexperience with the subject. This frequently leads them to avoid teaching science or to teach it in ways that compromise the development of aspects of students’ scientific literacy. This paper describes how one teacher was able to improve her school science self‐efficacy through facilitated action research. In response to becoming aware of a discrepancy between her school science practices and her fundamental educational beliefs, Lisa developed a drama‐based, integrated science unit that she judged successful in helping students to achieve relevant learning goals. This experience led Lisa and her students to feel much more positive about teaching and learning in school science. Rather than learning from another, however, “Lisa, the science teacher” learned— to a great extent—from “Lisa, the drama‐based educator.” This finding has implications for science‐phobic teachers and for facilitators of their action research.