What made student teachers sustain their interests in an educational game?

Mee Wah Eugenia NG, Lap Piu LEE

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

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.
Original languageEnglish
Title of host publicationTowards sustainable and scalable educational innovations informed by the learning sciences: Sharing good practices of research, experimentation and innovation
EditorsChee-Kit LOOI , David JONASSEN , Mitsuru IKEDA
Place of PublicationWashington, D.C.
PublisherIOS Press
Pages828-831
ISBN (Print)1607501503, 1586035738, 9781607501503
Publication statusPublished - 2005

Citation

Ng, 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.

Keywords

  • Educational games
  • Student teachers
  • Motivations

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