| by Naveed Iqbal | No comments

Attitudes and satisfaction

A vital element in achieving learning goals is that the relationship between motivational processing and therefore the outcome processing (satisfaction), especially in a web instructional game, as seen within the experiment administered by Huang et al. (2010). There seems to be a big relation between these two variables, which suggests that designers of DGBL got to consider extrinsic rewards to realize motivational development and satisfaction. Learning satisfaction is strongly correlated with student motivation and attitude towards GBL before the sport , with actual enjoyment and energy during the sport , also like the standard of the teacher/facilitator (Mayer, 2013). Specifically, students with a better level of inner motivation and positive attitude towards GBL are more likely to possess higher learning expectations, and to experience more satisfaction in their GBL participation.

In general, most studies report that students develop a positive attitude toward the pedagogical adoption of games and simulations in education (Divjak & Tomić, 2011; Bekebrede, 2011; Ibrahim et al., 2011; Beckem & Watkins, 2012; Tanner et al., 2012; von Wangenheim et al., 2012; Halpern et al., 2012; Terzidou et al., 2012; Hanning et al., 2013; Giovanello, 2013; Cvetić et al., 2013; Kovalik & Kuo, 2012; Li & Tsai, 2013; Hainey et al., 2011; Boeker et al., 2013; Nkhoma et al., 2014; Costa et al., 2014; Chaves et al., 2015; Riemer & Schrader, 2015; Angelini, 2016; Geithner & Menzel, 2016). The participants in Dudzinski et al. (2013) respond positively towards a significant web-based game, describing the experience as interesting, stimulating and helpful, also as a valuable addition to their pharmacy curriculum. Other students perceive simulation games as fun, but not particularly useful as an instructional method compared to lectures, and about equally useful as case discussions (Beuk, 2015). In another study, the bulk of scholars show a positive attitude towards games, positing that they create subjects more fun and supply more opportunities for learning (Ibrahim et al., 2011). This finding is according to Bekebrede et al. (2011) on the perceptions of Dutch students belonging to the “net generation”, who are raised with technology-based games. Data reveals student preference towards active, collaborative and technology-rich learning via digital games that bring added value to the tutorial process.

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