The Relationship between Student Learning Styles and Motivation during Educational Video Game Play

Michael R. Findley
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Michael R. Findley: Gwinnett County Public Schools, USA

International Journal of Online Pedagogy and Course Design (IJOPCD), 2011, vol. 1, issue 3, 63-73

Abstract: Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.

Date: 2011
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jopcd0:v:1:y:2011:i:3:p:63-73

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International Journal of Online Pedagogy and Course Design (IJOPCD) is currently edited by Chia-Wen Tsai

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