A competition environment increases learners' motivation toward the instructional game¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Participants in the competition group reported higher motivation on the IMMS than the control group. → Nergiz Ercil Cagiltay 2015

Evidence¶

Nergiz Ercil Cagiltay 2015¶

Nergiz Ercil Cagiltay, Erol Ozcelik, Nese Sahin Ozcelik. (2015). The effect of competition on learning in games. Computers & Education. https://doi.org/10.1016/j.compedu.2015.04.001

q3 · i? · causal · r2

Independent-samples t-test on the Turkish IMMS (36 items, four ARCS subscales) administered after game play; the competition group "had higher motivation than ones in the control group" (M = 136.26 vs 129.76, t(140) = 2.09, p = .04).

"It was found that the participants in the competition group ( M ¼ 136.26, SD ¼ 18.94) had higher motivation than ones in the control group (M ¼ 129.76, SD ¼ 18.03), t(140) ¼/C0 2.09, p ¼ .04."

Discussion¶

Related Claims¶

• Adding a real-time competition environment to a serious game improves learners' post-test scores — related
• The competitive Game Show increased students' tutoring engagement relative to baseline — related
• Competition was a constant source of enjoyment for math circle participants, with evaluation focused on the task rather than the individual — related
• The authors propose, without testing it here, that competitive environments may provide clear goals, structures, and rewards that foster engagement, particularly for students less familiar with such environments — a broader claim this one bears on