A Preliminary Study of Implementing Educational Game into Formal Classroom Settings
نویسندگان
چکیده
This study adopts the Keller’s ARCS (Attention, Relevance, Confidence, and Satisfaction) motivational design framework to develop instructional strategies to integrate educational game learning into formal classroom settings. The experimental instruction lasts 8 weeks and there are 103 students in 6 grader involved. From the result of students’ opinions, motivational instruction strategies developed in this study are recognized as helpful to their learning motivation. In this study, a total of twelve motivation guidelines was found and stipulated. Those may provide a rule of thumb for teachers when they consider incorporating educational games into their class and plan to maintain or enhance students’ learning motivation.
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