Impact of online instructional game features on college students' perceived motivational support and cognitive investment: A structural equation modeling study

Wen-Hao Huang, Tristan E. Johnson, Seung Hyun Caleb Han

Research output: Contribution to journalArticle

Abstract

Colleges and universities have begun to understand the instructional potential of digital game-based learning (DGBL) due to digital games' immersive features. These features, however, might overload learners as excessive motivational and cognitive stimuli thus impeding intended learning. Current research, however, lacks empirical evidences to align game features with their motivational and cognitive support. Therefore, this study explored the relationship among game features, learners' perceived motivational support, and cognitive investment based on the Theory on Motivation, Volition, and Performance (MVP). Based on 264 college students' responses after playing an open online instructional game, the finding first revealed three converging factors of DGBL features (game appeal, game involvement, game structure). Second, a structural equation modeling identified a significant model that aligns with MVP theory's constructs. Future research should develop a consolidated design model to consider all identified empirical relationships in order to support efficient digital game-based learning.

Original languageEnglish (US)
Pages (from-to)58-68
Number of pages11
JournalInternet and Higher Education
Volume17
Issue number1
DOIs
StatePublished - Jan 1 2013

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Keywords

  • Cognitive investment
  • Design
  • Digital game-based learning
  • Motivational support
  • Structural equation modeling

ASJC Scopus subject areas

  • Computer Networks and Communications
  • Computer Science Applications
  • Education

Cite this

Impact of online instructional game features on college students' perceived motivational support and cognitive investment : A structural equation modeling study. / Huang, Wen-Hao; Johnson, Tristan E.; Han, Seung Hyun Caleb.

In: Internet and Higher Education, Vol. 17, No. 1, 01.01.2013, p. 58-68.

Research output: Contribution to journalArticle

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