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|Title:||Incentives in Educational Games: A Multilevel Analysis of Their Impact on Elementary Students' Engagement and Learning|
Hickey, Daniel Thomas
|Publisher:||International Society of the Learning Sciences|
|Citation:||Filsecker, M. & Hickey, D. T. (2013). Incentives in Educational Games: A Multilevel Analysis of Their Impact on Elementary Students' Engagement and Learning. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.) (2013). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 - Full Papers &Symposia. International Society of the Learning Sciences. pp. 208-215.|
|Abstract:||The effects of incentives on engagement and learning were analyzed at multiple levels in an immersive videogame for elementary science. One group of fifth-graders was offered incentives and another group was not offered incentives. The feedback afforded by the videogame was expected to mitigate predicted negative effects of incentives. No significant motivational effects of incentives were found across engagement levels: immediate (engagement with resources), close (participation in drafting in-game reports), proximal (self- reported situational interest) or distal (gains in self-reported personal interest). Nearly all of the differences that were found favored the incentive condition. Students in the incentive condition showed significantly larger gains in conceptual understanding (proximal) and non- significantly larger gains in achievement (distal). These results suggest that the predicted negative consequences of extrinsic incentives may be addressed or even reversed in this new generation of learning environments, and point to value for a multi-level model of assessment and engagement.|
|Appears in Collections:||CSCL 2013|
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