This paper discusses an exploratory study that aimed to examine the underlying factors that motivated student teachers to play an educational game. We observed more than 60% of them played the game until the end of the period. The duration that players engaged with the game was found to be positively related to their perceived ease of the game and also the challenging nature of the game. It implied that intrinsic motivation was a salient factor which sustained players' interests. Copyright © 2005 IOS Press.
|Title of host publication||Towards sustainable and scalable educational innovations informed by the learning sciences: Sharing good practices of research, experimentation and innovation|
|Editors||Chee-Kit LOOI , David JONASSEN , Mitsuru IKEDA|
|Place of Publication||Washington, D.C.|
|ISBN (Print)||1607501503, 1586035738, 9781607501503|
|Publication status||Published - 2005|
CitationNg, E. M. W., & Lee, L. P. (2005). What made student teachers sustain their interests in an educational game? In C.-K. Looi, D. Jonassen, & M. Ikeda (Eds.), Towards sustainable and scalable educational innovations informed by the learning sciences: Sharing good practices of research, experimentation and innovation (pp. 828-831). Washington, D.C.: IOS Press.
- Educational games
- Student teachers