The Differences between Problem-Based and Drill and Practice Games on Motivations to Learn
Antoine van den Beemt and
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Menno Deen: Fontys University of Applied Sciences and Eindhoven University of Technology, Eindhoven, Netherlands
Antoine van den Beemt: Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, Netherlands
Ben Schouten: Eindhoven University of Technology and Amsterdam University of Applied Sciences, Eindhoven and Amsterdam, Netherlands
International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 2015, vol. 7, issue 3, 44-59
Two trends can be witnessed in educational game design: 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. The authors 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-test questionnaire about their experienced regulatory style for studying mathematics. Results suggest that the Problem-Based mode may decline the experience of feeling controlled by others to engage in mathematics learning. In comparison, players of the Drill & Practice mode reported increased intrinsic motivations towards mathematics.
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