Paper Information
| Title | The Differences Between Problem-Based and Drill & Practice Games on Motivations to Learn |
| Presenter(s) | Menno Deen and Ben A.M. Schouten |
| Session | Education - STEM |
| Time | Thursday, October 16, 11:00a-12:00p |
| Location | Lake Ontario |
| Format | Paper Presentation |
| Description | We witness two trends in educational game design: a Problem-Based Learning and Drill & Practice Training approach. The general assumption appears to favor Problem-Based approach above Drill & Practice, in regard to players' motivation. However, the differences between the approaches are seldom studied. We examined the motivational impact of one game consisting of a Problem-Based-, and a Drill & Practice learning mode. The first presents players with an ill-defined problem and offers various solutions to a challenge. In the Drill & Practice mode there is only one correct answer. Secondary school students played the game and completed a pre- and post questionnaire about their experienced regulatory style for studying mathematics. Results suggest that the Problem-Based game may decline the experience of feeling controlled by others to engage in mathematics learning. In comparison, players of the Drill & Practice game reported increased intrinsic motivations towards mathematics. |
| Top Paper Award | This paper was selected by the program committee as a Meaningful Play 2014 Top Paper. It will be submitted to the Meaningful Play 2014 Special Issue of the Journal of Games and Culture. Due to the copyright requirements of the journal, only the abstract is available in the conference proceedings. |