Abstract
We compared the impacts of exogenous and endogenous fantasies on students' behavioral engagement in a gamified online course. Experiment 1 (spring 2021, N=23) featured an unrelated gamified exogenous fantasy scenario, while Experiment 2 (spring 2022, N=23) incorporated a gamified endogenous fantasy scenario with embedded learning content. Epistemic network analysis revealed that, regardless of player type, the endogenous fantasy group exhibited more connections related to pre-task analysis, post-task reflection, and pre-task analysis and work-on-quiz activities compared to the exogenous fantasy group. In contrast, the exogenous group tended to complete the quiz without first examining the course resources. They were likely to search for answers in the slides and read the post-task summary for feedback if answered the quizzes wrongly. Copyright © 2024 AERA.
| Original language | English |
|---|---|
| Publication status | Published - Apr 2024 |
| Event | 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" - Philadelphia, United States Duration: 11 Apr 2024 → 14 Apr 2024 https://www.aera.net/AERA24 |
Conference
| Conference | 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" |
|---|---|
| Abbreviated title | AERA 2024 |
| Country/Territory | United States |
| City | Philadelphia |
| Period | 11/04/24 → 14/04/24 |
| Internet address |