Running head: VIDEO GAMES AND MOTIVATION

Video Games and Motivation in Education Andrew !emon

ETE "## Section $"D Dr% &anet Mc rac'en A(ri) 1*+ ,#1,

VIDEO GAMES AND MOTIVATION Video Games and Motivation in Education Traditiona))- viewed as a )eisure activit-+ video games have not .een serious)-

considered /or use in education unti) recent)-% 0ith the rise in techno)og- avai)a.)e inside and outside o/ the c)assroom+ however+ the educationa) (otentia) /or video games is increasing% According to industr- estimates+ s(ending on the video game industr- wi)) e1ceed 23 .i))ion do))ars this -ear and 11, .i))ion do))ars .- ,#1" 4 om(uter News Midd)e East+ ,#1156 a signi/icant (ortion o/ this wi)) .e s(ent researching what motivates a user to continue ()a-ing% Des(ite the wides(read use o/ video games outside o/ the c)assroom+ /ew studies have researched how the- ma- .e used in the c)assroom as a teaching too) and student motivator% This (a(er wi)) e1amine and criti7ue avai)a.)e )iterature regarding the use o/ video games to enhance student motivation in education% The review wi)) high)ight themes noted in the )iterature and wi)) (rovide recommendations /or /uture research% 8ased on the recommendations (rovided+ a research (ro(osa) wi)) .e inc)uded that /ocuses on the )ongitudina) im(act o/ the use o/ video games as motivators and )earning too)s /or secondar- )eve) students% Statement of Study/Research A)though research has demonstrated that video games can .e .oth motivating and ade(t at he)(ing students )earn 49ansen : Sanders+ ,#1#6 Rosas+ Nuss.aum+ umsi))e+ Marianov+ orrea+ ;)ores+ % % % Sa)inas+ ,##,6 T<=<n+>i)ma=?So-)u+ @ara'us+ Ina)+ : @i=i)'a-a+ ,##A5+ much o/ the research has .een conducted over .rie/ (eriods o/ time% It is the authorBs (ur(ose to stud- whether video games remain as motivating and as .ene/icia) to student )earning over an e1tended (eriod% 8- testing the e//icac- o/ video games /or motivation and )earning over a )onger duration+ the author ho(es to (rove that

VIDEO GAMES AND MOTIVATION it is the video game that motivates and he)(s students )earn+ not the nove)t- o/ the video game% Critical Review of the Literature Crior to .eginning the research (ro(osa)+ a )iterature search was conducted% Goog)e Scho)ar and the data.ases avai)a.)e at the Dniversit- o/ 8ritish o)um.ia )i.rarwere searched /or in/ormation re)ating to the use o/ video games in education% S(eci/ic

data.ases searched inc)ude ERI and E)sevier Science Direct% @e-words used during the search were motivation+ video games+ education+ e//icac-+ and )earning% 8oo)ean search (hrases were incor(orated into the search in a variet- o/ com.inations% Severa) themes were noted in the )iterature and wi)) .e descri.ed here+ inc)uding: methodo)og-+ e//ect on students+ e//ects on intrinsic and e1trinsic motivation+ the 7ua)ito/ educationa) video games+ the )earning environment (rovided .- video games+ the .ene/its o/ immediate /eed.ac'+ and the sca//o)ding o/ )earning% Methodology Man- o/ the studies e1amined /eature simi)ar methodo)og-6 a)most a)) o/ the studies reviewed contain a com.ination o/ 7uantitative and 7ua)itative research methods 4Adams+ 1EEA6 8ourgonFon+ Va)c'e+ Soetaert+ : Sche))ens+ ,##E6 E))iott+ Adams+ : 8ruc'man+ ,##,6 Garris+ Ah)ers+ : Dris'e))+ ,##,6 9ansen : Sanders+ ,#1#6 @e.ritchi+ 9irumi+ : 8ai+ ,#1#+ Ca(astergiou+ ,##E6 Rosas et a)%+ ,##,6 T<=<n et a)%+ ,##A5% Much o/ the research on the motivating as(ects o/ video games was (aired with research on the a.i)it- o/ video games to he)( students )earn6 most used 7uantitative methods to stud- the e//icac- o/ video games in he)(ing students )earn+ whi)e 7ua)itative methods were used to

VIDEO GAMES AND MOTIVATION

gather data a.out student motivation% Additiona) )iterature was )ocated that did not have a research com(onent+ .ut discussed the to(ic /rom a theoretica) (ers(ective% Man- o/ the studies /eatured sma)) non?random sam()es that cou)d a//ect the genera)i=a.i)it- o/ the data 4Adams+ 1EEA6 Garris et a)%+ ,##,6 9ansen : Sanders+ ,#1#6 T<=<n et a)%+ ,##A5 whi)e other studies /eatured )arger sam()es+ (roviding a richer source o/ data 4@e.ritchi et a)%+ ,#1#6 Rosas et a)%+ ,##,5% A (rominent theme among the studies was the .rie/ duration6 on)- two 49ansen : Sanders6 @e.ritchi et a)%5 )asted )onger than a month+ whi)e most were /inished within three wee's% This )eads one to 7uestion whether it is the video game that has motivated the students+ or the nove)t- o/ the video game% As two o/ the studies noted 4Garris et a)%6 @e.ritchi et a)%5+ it is im(ortant to e1amine how )ong a video game wou)d continue to motivate and aid a student in )earning% Effect on Students 0ithin the )iterature e1amined+ severa) studies indicate a (ositive resu)t6 e1(erimenta) grou(s show increased )earning+ increased student engagement+ )ess o/ a re)iance on e1trinsic motivation+ more motivation to continue ()a-ing the game and+ as a resu)t+ continue )earning 4Adams+ 1EEA6 Garris et a)%+ ,##,6 9ansen+ : Sanders+ ,#1#6 9a-es : Si).erman+ ,##26 Rosas et a)%+ ,##,6 T<=<n et a)%+ ,##A65% onverse)-+ one studrevea)s the o((osite e//ect G students /ound the use o/ a video game made the )essons con/using+ and (ost?stud- testing showed that man- o/ the students in the e1(erimenta) grou( had simi)ar or worse mar's than those in the contro) grou( 4E))iott et a)%+ ,##,5% Quality of Educational Games Toda- most students e1(ect a certain )eve) o/ game?()a- when introduced to a new game+ commercia) or otherwise% Dn/ortunate)-+ there is a signi/icant ga( .etween

VIDEO GAMES AND MOTIVATION what commercia) games can o//er and what educationa) games can o//er% The .udget+ num.er o/ designers+ and amount o/ time s(ent designing commercia) games /ar sur(asses that dedicated to educationa) games% In their research on the e//icac- o/ video games to increase student )earning and motivation+ T<=<n et a)% 4,##A5 /ound that students had high e1(ectations o/ the educationa) video games% The authors em()o-ed Quest Atlantis+ one o/ the more advanced educationa) video games avai)a.)e+ -et the students sti)) /ound that it )agged .ehind the commercia) games the- were accustomed to% E))iot et a)% 4,##,5 designed AquaMOOSE+ a mathematic?themed video game /or high schoo) students which /eatures sim()e gra(hics and )imited game?()a-% It /e)) /ar short o/ what the students had come to e1(ect /rom a game and resu)ted in /rustrated+ unmotivated students% @e.ritchi et a)% 4,#1#5 em()o-ed DimensionM 4another mathematic?themed video game5 with s)ight)-

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more success% The- /ound that the e1(erimenta) grou( was margina))- more motivated to 'ee( ()a-ingH)earning+ .ut retained the materia) more e//ective)- than the contro) grou(% In contrast to AquaMOOSE, DimensionM is more )i'e a modern video game+ with three dimensiona) gra(hics+ .etter game?()a-+ and a much )arger virtua) environment% Intrinsic and Extrinsic Motivation Severa) authors note how the use o/ video games in education reduces the need /or e1trinsic motivation and increases intrinsic motivation in students 4Adams+ 1EEA6 Garris et a)%+ ,##,6 9ansen : Sanders+ ,#1#6 9a-es : Si).erman+ ,##26 Rosas et a)%+ ,##,6 T<=<n et a)%+ ,##A5% Some studies indicate that students wanted to continue ()a-ing the games outside o/ instructiona) time 49ansen : Sanders6 Rosas et a)%6 T<=<n et a)%5% T<=<n et a)% re(ort that students wou)d continue to discuss the games a/ter the gaming

VIDEO GAMES AND MOTIVATION

(ortion o/ the stud- was com()ete% 9ansen and Sanders /ound that students were re)uctant to sto( ()a-ing G the- had to .e to)d re(eated)- to turn o// the games when c)ass time was over+ and were u(set when the- were /orced to sto( ()a-ing% 9a-es and Si).erman determined that games that (rovide the user with a choice o/ where to ()a- 4e%g% a go)/ing video game that has severa) di//erent courses to choose /orm5 motivates students more than having to ()a- the same environment over and over% Students wou)d continue to ()aas the- wanted to e1()ore a)) o/ the environments o//ered% Garris et a)% suggest that .giving the user contro) over non?instructiona) re)ated areas 4e%g% deciding what their avatar )oo's )i'e5+ users were more motivated to ()a-% These students showed an intrinsic motivation to remain engaged with the video game and continue )earning% Scaffolding Some o/ the authors note how video games sca//o)d users )earning e1(eriences 4Garris et a)%+ ,##,6 9a-es : Si).erman+ ,##26 Rosas et a)%+ ,##,5% Rosas et a)% state that video games incor(orate instructions into the game G the student )earns how to ()a- as he or she ()a-s6 an e1am()e o/ )earning .- doing% In man- commercia) games+ hints are avai)a.)e when users are una.)e to (rogress an- /urther in the game% 9a-es and Si).erman (osit that these hints within the game sca//o)d the userBs )earning as he or she moves throughout the content% These in?game instructions (rovide students with IFust in timeJ )earning o((ortunities+ o((ortunities that occur when the student is read- /or them+ rather than .eing determined .- a rigid schedu)e% I/ a student needs more time on a (articu)ar conce(t whi)e another student needs to .e cha))enged+ video games can a))ow .oth to occur at the same time%

VIDEO GAMES AND MOTIVATION Learning Environment One o/ the most com(e))ing reasons to use video games in education is that the(rovide a ris'?/ree environment /or students to )earn 4Garris et a)%+ ,##,6 9a-es :

Si).erman+ ,##26 Rosas et a)%+ ,##,5% Students are a.)e to ma'e mista'es without an- rea) conse7uences% 9a-es and Si).erman /ound that students are more )i'e)- to ta'e ris's when using video games in Ch-sica) Education+ and re/erence anecdota) evidence that shows students are more motivated to ()a- s(orts a/ter ()a-ing s(orting video games% Another .ene/it o/ this ris'?/ree environment is that it a))ows students to continue tr-ing6 un)i'e traditiona) methods+ which em(hasi=e sing)e?tria) (er/ormance 4Garris et a)%5+ video games a))ow a student to continue wor'ing on a (ro.)em unti) the- so)ve it% Another .ene/it o/ the environment in more recent video games is that the- are non?)inear+ a))owing the user to e1()ore and ma'e discoveries on their own+ rather than /o))owing a (rescri.ed set o/ ste(s% This gives the user a sense o/ /reedom and encourages them to continue ()a-ing6 .- not 'nowing what is around the ne1t corner+ users wi)) continue to e1()ore% This non?)inear environment a)so a))ows users to revisit areas 4or in/ormation5 that the- have a)read- com()eted+ (roviding them the o((ortunit- to review content when the- need to and then continue on 4Garris et a)%+ ,##, % Students can (rogress at their own (ace without having to worr- that the- have /a))en .ehind their c)assmates% 8- ta'ing more ris's with their )earning+ students are a.)e to /u))- e1()ore the in/ormation (resented without /ear o/ negative re(ercussions% !eed"ac# Video games (rovide immediate /eed.ac' G i/ a user ma'es the wrong choice+ the- do not have to wait to /ind out% This .ene/it was re/erenced in a num.er o/ artic)es

VIDEO GAMES AND MOTIVATION 4Garris et a)%+ ,##,6 9a-es : Si).erman+ ,##26 Rosas et a)%+ ,##,5 as it is im(ortant /or students to get /eed.ac' whi)e com()eting a tas'% A disadvantage o/ traditiona) methods is that o/ten students have to wait to /ind out whether the wor' the- have com()eted was

done correct)-% 8- the time the- receive the /eed.ac'+ the )esson ma- have )ost re)evance to the student+ resu)ting in a missed )earning o((ortunit-% Video games+ however+ (rovide /eed.ac' instant)-6 users are a)erted when the- have done something incorrect)- 4usua))visua))- and aura))-5 and are a.)e to tr- to correct it without de)a-% Thus+ the )esson retains its re)evance+ and the student retains the 'now)edge%
Csi#s$entmihalyi%s !low &heory

Severa) o/ the studies note that video games a))ow users to enter a state o/ I/)owJ+ a (eriod o/ tota) a.sor(tion in an activit- as de/ined .- Miha)- si's=entmiha)-i 41EE#5 in his .oo' Flow: the psychology of optimal experience Garris et a)% 4,##,5 (osit that video games (rovide an environment that (romotes the state o/ /)ow% Video games are engaging+ are not too di//icu)t or too eas-+ have c)ear and e1()icit goa)s+ and (rovide immediate /eed.ac'% The- a))ow the users to )ose themse)ves in the game+ and enter this state o/ /)ow% I/ video games were integrated into the c)assroom+ students ma- e1(erience this same state whi)e )earning6 students cou)d )ose themse)ves in the materia) and thus .e more motivated to continue+ and 4(otentia))-5 )earn more e//ective)-% Rosas et a)% 4,##,5 see the state o/ /)ow created .- video games as an o((ortunit- to ta'e advantage o/ a studentBs intense concentration .- introducing educationa) su.Fect matter% 8- creating games with educationa) content+ the authors contend that students wi)) .e engaged .- the method o/ instruction and wi)) .e more motivated to continue to )earn% 8ourgonFon et a)% 4,##E5 and 9ansen and Sanders 4,#1#5 a)so note that video games (rovide an o(tima) environment /or I/)owJ to occur and are an idea) method o/ de)iver- /or education% One

VIDEO GAMES AND MOTIVATION (revious)- s'e(tica) teacher+ u(on seeing how engaged the students were in the games+ dec)ared that video games shou)d .e integrated throughout the curricu)um 4Rosas et a)%5% Conclusions A review o/ the )iterature has revea)ed the need /or a more thorough e1amination

o/ the (ossi.)e )in's .etween video games and )earning and motivation% Studies e1amined have con/)icting resu)ts G some c)aim video games resu)t in increased motivation and 'now)edge retention+ whereas others /ind video games to .e a hindrance to )earning and more anno-ing than motivating% Severa) themes were evident in the )iterature+ inc)uding the need /or educationa) video games to /eature simi)ar gra(hics and game?()a- as commercia) o//erings+ and that video games (rovide an idea) environment /or si's=entmiha)-iBs 41EE#5 state o/ /)ow to occur% A maFor )imitation o/ man- o/ the studies reviewed+ however+ was the )imited amount o/ time video games were im()emented as a )earning aid andHor motivator in the c)assroom% The minima) amount o/ time s(ent stud-ing the e//ectiveness o/ video games as a )earning aid andHor motivator )eads one to 7uestion whether it is the video game that has resu)ted in an increase in student motivation and 'now)edge retention+ or the no!elty o/ the video game that has )ed to this increase% Research 'ro(osal 8ased on the noted )imitations in the current research surrounding the use o/ video games and student motivation in educationa) settings+ a (ro(osa) /or additiona) research wi)) .e descri.ed% The researcher ho(es to s(eci/ica))- e1amine the )ongitudina) e//ects on student motivation and )earning through the use o/ video games% This (ro(osa) wi))

VIDEO GAMES AND MOTIVATION (rovide a descri(tion o/ .oth the (ro(osed research design and the methodo)og-+ a Fusti/ication /or the research+ and a)so identi/- (ossi.)e )imitations% Research )esign

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According to Rie.er 41EE$5 video games su((ort intrinsic motivation and (resent o((ortunities /or )earning% Video games o//er instant /eed.ac'+ o((ortunit- to e1()ore+ and )itt)e to no negative conse7uences /or ta'ing ris's 49a-es : Si).erman+ ,##25% One o/ the most im(ortant .ene/its is their a.i)it- to engage users% Video games are designed to 'ee( the gamer interacting with the game+ Fust as educationa) methods need to .e designed to 'ee( the )earner interacting with the in/ormation% Dic'e- 4,##"5 notes that engaged )earning and game design are simi)ar G .oth (rovide /ocused goa)s and cha))enging tas's% 0ith this in mind+ the author has created a research ()an to determine i/ video games do motivate students and enhance )earning% This research design has .een chosen as it wi)) )et students use a video game to )earn /or an e1tended (eriod o/ time+ a))owing the author to determine i/ it is the game motivating students and enhancing )earning+ or the nove)t- o/ the game motivating students and enhancing )earning% Crior to commencement+ the research (ro(osa) wi)) .e (resented to an Ethics ommittee invo)ved with the re)evant schoo) district+ and students and (arents wi)) .e (rovided in/ormation a.out the stud-% The- wi)) a)so .e as'ed to sign consent /orms to (artici(ate% This stud- wi)) occur in , di//erent (u.)ic schoo)s in south western 8ritish o)um.ia+ anada+ and wi)) /eature 3 di//erent c)asses% The test su.Fects invo)ved are Grade 1# students enro))ed in Cersona) C)anning 4/ormer)- 'nown as areer and Cersona) C)anning5+ a course that /ocuses on teaching students a.out su.stance a.use+ (ro(er diet+ se1ua))- transmitted in/ections+ and how to manage stress+ as we)) as other to(ics% This

VIDEO GAMES AND MOTIVATION course was chosen as man- o/ the to(ics covered in the c)ass )end themse)ves we)) to a

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video game+ and severa) commercia) games 4"eisure Suit "arry, #he Sims, Secon$ "ife5 (rovided a tem()ate to .ui)d /rom% The 3 c)asses invo)ved wi)) .e s()it into , contro) grou(s and , e1(erimenta) grou(s+ with each test site having a contro) and an e1(erimenta) grou(% )asses wi)) .e divided into contro) or e1(erimenta) grou(s random)-% Most grou(s /eature a .a)anced mi1 o/ ma)es and /ema)es 4Grou( 1 G 13 ma)es+ 1* /ema)es6 Grou( , G 1, ma)es+ 1" /ema)es6 Grou( * G 1* ma)es+ 1$ /ema)es5+ with on)- one grou( having a signi/icant di//erence in the ration o/ ma)es to /ema)es 4Grou( 3 G E ma)es+ 12 /ema)es5% In order to stud- the )ong?term e//ects o/ video games on student motivation and )earning+ the author has had to create some o/ the necessar- materia)s+ inc)uding the video game% The video game 4re/erred to as C1#5 is .ased on the curricu)um o/ C)anning 1# and /eatures .asic *D gra(hics and a vast virtua) environment with do=ens o/ IEaster EggsJ 4hidden /eatures within the game that the user has to un)oc'5 designed to ho)d the studentBs interest% Each student wi)) create their own avatar to re(resent themse)ves in this virtua) wor)d+ and wi)) s(end an entire semester )earning the curricu)um o/ C)anning 1# .()a-ing C1#% The goa) o/ the game is to 'ee( their avatar hea)th- and em()o-ed /or the duration o/ the course% Dn/ortunate)- a )onger descri(tion o/ the game is not (ossi.)e in this (a(er6 /urther detai)s wi)) .e inc)uded when the stud- has .een com()eted% A /ina) /eature o/ the game is that it is o(en source+ so as to encourage users to he)( design the ne1t incarnation% C1# was deve)o(ed .- the author and a sma)) team o/ game designers+ with in(ut and /eed.ac' /rom a)) o/ the teachers and (rinci(a)s invo)ved+ as we)) as A other C)anning

VIDEO GAMES AND MOTIVATION

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1# teachers not (artici(ating in the stud-% As the game designers who wor'ed on C1# are students at a near.- Dniversit-+ costs to deve)o( the game have .een minima)% A)) educators invo)ved were as'ed to ensure that the game accurate)- re/)ects the curricu)um o/ C)anning 1#% It wi)) .e (i)ot tested with two se(arate /ocus grou(s o/ *# students 4Grou( 1 G 1* ma)es+ 12 /ema)es6 Grou( , G 1$ ma)es+ 13 /ema)es5 .etween the ages o/ 13 G 1$% The game wi)) a)so .e (reviewed .- three (ro/essiona) game testers /rom a )oca) game design com(an-% The- wi)) com()ete a surve- a/ter ()a-ing the game+ which contains 7ua)itative and 7uantitative 7uestions regarding the ()a-a.i)it- o/ the game+ their interest in ()a-ing it again+ the )eve) o/ di//icu)t-+ and their overa)) im(ressions% A)) suggestions wi)) .e considered and (otentia))- incor(orated into the game% Methodology In order to e//ective)- stud- the e//icac- o/ video games as a motivator and )earning aid+ .oth 7ua)itative and 7uantitative methods wi)) .e em()o-ed% The instruments used to gather data /or the stud- inc)ude a (re?stud- surve- 4given to each o/ the contro) and e1(erimenta) grou(s5 regarding their o(inions on schoo) and video games% A second surve- wi)) .e given to the e1(erimenta) grou( midwa- through the course+ with 7uestions simi)ar to the (re?stud- surve-% ;ina))-+ a (ost?stud- surve- wi)) .e given to the e1(erimenta) grou( at the end o/ the stud-% Each o/ these surve-s wi)) .e .ased on a " (oint !i'ert sca)e+ and wi)) .e used in conFunction with student interviews+ anon-mous .i?wee')- /eed.ac' re(orts+ and teacher o.servations% In addition to these surve-s+ .oth the e1(erimenta) grou(s and the contro) grou(s wi)) .e re7uired to com()ete tests and 7ui==es .ased on the C)anning 1# curricu)um% To ensure re)ia.i)it-+ these tests wi)) .e

VIDEO GAMES AND MOTIVATION reviewed .- a)) o/ the C)anning 1# teachers invo)ved in the stud-+ the A C)anning 1# teachers not (artici(ating in the stud-+ and a)) o/ the (rinci(a)s o/ the schoo)s invo)ved% 'rocedure The time)ine /or this research is ,3 wee's6 1A wee's o/ testing /o))owed .- si1 wee's o/ data com(arison and summar-% The stud- wi)) commence with a (re?studsurve-+ com()eted on the /irst da- o/ c)ass and given to .oth the contro) grou(s and the e1(erimenta) grou(s to gather their o(inions on schoo) and video games% A/ter this /irst c)ass+ the contro) grou(s wi)) .e taught C)anning 1# using traditiona) 4c)assroom5 methods+ whi)e the e1(erimenta) grou(s wi)) .egin using C1# to com()ete C)anning 1#%

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The game wi)) .e ()a-ed in the com(uter )a.s o/ the (artici(ating schoo)s+ with students getting 3 hours a wee' o/ gaming time /or 1A wee's whi)e the contro) grou( receive the same amount o/ instructiona) time (er wee'+ .ut in the c)assroom% Ever- two wee's the students in the e1(erimenta) grou( wi)) .e as'ed to com()ete an anon-mous /eed.ac' re(ort+ detai)ing their (rogress in the game+ how motivated the- are to continue ()a-ing+ and what the- wou)d change% In addition to these /eed.ac' re(orts+ once a month * students wi)) .e random)- se)ected /rom each e1(erimenta) grou( and interviewed a.out their e1(eriences ()a-ing C1#% on/erences wi)) .e he)d with the teachers o/ the e1(erimenta) grou(s+ detai)ing their o.servations o/ the students when interacting with C1#% At the midwa- (oint o/ the course+ students in the e1(erimenta) grou(s wi)) .e as'ed to com()ete a second surve- that contains the same 7uestions as the (re?stud- surve-% ;ina))-+ at the end o/ the course students in the e1(erimenta) grou(s wi)) .e as'ed to com()ete a third surve-+ again with the same 7uestions as the /irst two surve-s% In addition to this+ students in .oth the e1(erimenta) and contro) grou(s wi)) com()ete tests

VIDEO GAMES AND MOTIVATION

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and 7ui==es .ased on the curricu)um o/ C)anning 1#% The content o/ the tests and 7ui==es wi)) .e the same /or a)) grou(s+ and resu)ts wi)) .e com(ared to determine i/ C1# has )ed to increased 'now)edge retention in the e1(erimenta) grou( com(ared to the contro) grou(% In an attem(t to e)iminate varia.)es+ a)) tests and 7ui==es wi)) .e ta'en in the same room and at the same time o/ da- /or .oth e1(erimenta) and contro) grou(s% Limitations Cotentia) )imitations o/ this research stud- inc)ude non?random sam()ing+ a )ac' o/ re(resentation /rom other age grou(s+ and+ (erha(s most im(ortant)-+ an instrument 4C1#5 that ma- not .e a.)e to match the e1(ectations o/ the students% A)though the author and design team s(ent hundreds o/ hours gathering in/ormation and designing the game+ students ma- /ind that it does not e7ua) commercia) video games% There is a)so (otentia) /or researcher .ias as the researcher has deve)o(ed the (rimar- instrument used in the stud-% Significance and Im(lications The signi/icance and im()ications o/ this stud- cou)d .e /ar?reaching% I/ the use o/ video games does (rove to increase student motivation and 'now)edge retention+ their use ma- .ecome more acce(ted in education% Teachers ma- /ind that students are more engaged in the )essons and more wi))ing to ta'e ris's with their )earning6 .- (roviding them with a ris'?/ree environment to )earn in+ students wi)) .e a.)e to /u))- e1()ore their (otentia)% The use o/ video games in education ma- a)so ena.)e students to (rogress through the course at their own (ace+ as video games are designed to o//er sca//o)ding and IFust in timeJ )earning% This )ets the student determine their own readiness to )earn and )earn at their own (ace% The use o/ video games in education ma- a)so assist students

VIDEO GAMES AND MOTIVATION to enter the state o/ /)ow that si's=entmiha)-i 41EE#5 discusses+ and a))ow them to .e /u))- immersed in the content% Conclusion Severa) studies have shown that the use o/ video games in education )eads to

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increased student motivation 49ansen : Sanders+ ,#1#6 Rosas et a)%+ ,##,6 T<=<n et a)%+ ,##A5 andHor )earning 4@e.ritchi et a)%+ ,#1#5% Dn/ortunate)-+ due to the )imited duration o/ man- o/ these studies+ the )ong?term e//ects o/ video games on motivation and 'now)edge retention have not .een e1amined% 8oth @e.ritchi et a)% and Garris et a)% 4,##,5 recommend that the use o/ video games in education needs to .e studied over a )onger (eriod o/ time+ to determine i/ video games are creating the (ositive e//ect on student motivation and )earning or i/ it is the no!elty o/ the video game in education that is causing this e//ect% The (ro(osed research stud- that e1amines student )earning and motivation in C)anning 1# wi)) e//ective)- contri.ute to the discourse surrounding the use o/ video games in education and (otentia))- encourage their use in toda-Bs c)assrooms%

VIDEO GAMES AND MOTIVATION Re/erences Adams+ C% % 41EEA5% Teaching and )earning with Sim it- ,###% %ournal of &eography, '(4,5+ 32?""% 8ourgonFon+ &%+ Va)c'e+ M%+ Soetaert+ R%+ : Sche))ens+ T% 4,##E5% StudentsB (erce(tions a.out the use o/ video games in the c)assroom% )omputers an$ E$ucation, *++ 113"?11"$% om(uter News Midd)e East% 4,#115% Gaming s(end to e1ceed K23. in ,#11: Gartner% Retrieved /rom htt(:HHga)enet%ga)egrou(%com%e=(ro1-%)i.rar-%u.c%caHserv)etH8 R L

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srcht(Madv:cM1:steM*1:t.stMtsVS:ta.M,:acaMnwmg:. ontsM,:RNNMA,$ #$#1"E*:docNumMA,$#$#1"E*:)ocIDMu.co)um.ia si's=entmiha)-i+ M% 41EE#5% Flow: the psychology of optimal experience% New >or': 9ar(er : Row% Dic'e-+ M% D% 4,##"5% Engaging .- design: 9ow engagement strategies in (o(u)ar com(uter and video games can in/orm instructiona) design% E$ucational #echnology, ,esearch an$ De!elopment, *-4,., $2?A*% E))iott+ &%+ Adams+ !%+ : 8ruc'man+ A% 4,##,5% No magic .u))et: *D video games in education% /nternational )onference of the "earning Sciences Retrieved /rom htt(:HHwww%cc%gatech%eduHhomeHas.H(a(ersHcon/erenceHa7uamoose?ic)s#,%(d/ Garris+ R%+ Ah)ers+ R%+ : Dris'e))+ &% 4,##,5% Games+ motivation+ and )earning: A research and (ractice mode)% Simulation an$ &aming, --, 331?3$2%

VIDEO GAMES AND MOTIVATION

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9ansen+ !%+ : Sanders+ S% 4,#1#5% ;i/th grade studentsB e1(eriences (artici(ating in active gaming in (h-sica) education: The (ersistence to game% /)01E, 22 SD %ournal of ,esearch in 0ealth, 1hysical E$ucation, ,ecreation, Sport 3 Dance, *4,5, **?3#% 9a-es+ E% : Si).erman+ !% 4,##25% Incor(orating video games into (h-sica) education% #he %ournal of 1hysical E$ucation, ,ecreation 3 Dance, (44*5, 1A?,3% @e.ritchi+ M%+ 9irumi+ A%+ : 8ai+ 9% 4,#1#5% The e//ects o/ modern mathematics com(uter games on mathematics achievement and c)ass motivation% )omputers an$ E$ucation, **4,5+ 3,2?33*% Ca(astergiou+ M% 4,##E5% Digita) game?.ased )earning in high schoo) com(uter science education: Im(act in educationa) e//ectiveness and student motivation% )omputers an$ E$ucation, *5, 1?1,% Rie.er+ !% C% 41EE$5% Serious)- considering ()a-: Designing interactive )earning environments .ased on the .)ending o/ microwor)ds+ simu)ations+ and games% E$ucational #echnology ,esearch an$ De!elopment, ++4,5+ 3*G"A% Rosas+ R%+ Nuss.aum+ M%+ umsi))e+ C%+ Marianov+ V%+ orrea+ M%+ ;)ores+ C%+ % % % Sa)inas+ M% 4,##,5% 8e-ond Nintendo: design and assessment o/ educationa) video games /or /irst and second grade students% )omputers an$ E$ucation, +6, 21?E3% T<=<n+ 9%+ >i)ma=?So-)u+ M%+ @ara'us+ T%+ Ina)+ >%+ : @i=i)'a-a+ G% 4,##A5% The e//ects o/ com(uter games on (rimar- schoo) studentsB achievement and motivation in geogra(h- )earning% )omputers an$ E$ucation, *5415, $A?22%