To play or not to play: on the motivational effects of games in engineering education

Andreas Hartmann*, Lisa Gommer

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    1 Citation (Scopus)
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    Abstract

    The popularity of games as educational tools has steadily increased and is mainly explained by the motivational power that is ascribed to games in general. The research investigates the role of different motivational forms in educational gaming and the influence of game and teaching context on the students’ motivation to involve in game play. Based on self-determination theory and a mixed-method case study approach, seven educational games played in a postgraduate level engineering course in two consecutive years were studied. Our research reveals that different motivational forms can co-exist when students play games and that the interplay of game attractiveness, game learning and game operativeness can explain the emergence of these motivational forms.
    Original languageEnglish
    Pages (from-to)319-343
    Number of pages25
    JournalEuropean journal of engineering education
    Volume46
    Issue number3
    Early online date19 Nov 2019
    DOIs
    Publication statusPublished - 4 May 2021

    Keywords

    • Educational game
    • Motivational effects
    • Self-determination theory
    • Mixed-method approach
    • UT-Hybrid-D

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