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Intrinsic Motivation Factors in Gamified Photography Learning: Direct and Indirect Effects.

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Title: Intrinsic Motivation Factors in Gamified Photography Learning: Direct and Indirect Effects.
Authors: Dini, Domenic1 domenicdini@gmail.com, Leping Liu1 liu@unr.edu
Source: Journal of Educational Technology Development & Exchange. Dec2017, Vol. 10 Issue 2, p1-24. 24p.
Subject Terms: *Intrinsic motivation, *Academic motivation, *Video games, *Learning, Structural equation modeling, Photography
Abstract: To help students with motivation to learn, gamification has been explored as a method of delivering content to students in an engaging and motivating way. This study explored the motivation components in gamified design that linked to learning outcomes in a gamified photography curriculum. Six intrinsically motivating factors (challenge, curiosity, control, cooperation, competition, and recognition) were carefully integrated into the game experience design. Participant test scores and survey data were used to develop a maximum likelihood structural equation model. The model showed that among the six intrinsic motivation factors curiosity and control were directly linked to learning outcomes while challenge had an indirect link to learning outcomes. These findings suggest that these three items need to be carefully integrated into gamified lesson design to promote engagement and learning. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Technology Development & Exchange is the property of Society of International Chinese in Educational Technology (SICET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Intrinsic Motivation Factors in Gamified Photography Learning: Direct and Indirect Effects.
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  Data: <searchLink fieldCode="AR" term="%22Dini%2C+Domenic%22">Dini, Domenic</searchLink><relatesTo>1</relatesTo><i> domenicdini@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Leping+Liu%22">Leping Liu</searchLink><relatesTo>1</relatesTo><i> liu@unr.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Technology+Development+%26+Exchange%22">Journal of Educational Technology Development & Exchange</searchLink>. Dec2017, Vol. 10 Issue 2, p1-24. 24p.
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  Data: To help students with motivation to learn, gamification has been explored as a method of delivering content to students in an engaging and motivating way. This study explored the motivation components in gamified design that linked to learning outcomes in a gamified photography curriculum. Six intrinsically motivating factors (challenge, curiosity, control, cooperation, competition, and recognition) were carefully integrated into the game experience design. Participant test scores and survey data were used to develop a maximum likelihood structural equation model. The model showed that among the six intrinsic motivation factors curiosity and control were directly linked to learning outcomes while challenge had an indirect link to learning outcomes. These findings suggest that these three items need to be carefully integrated into gamified lesson design to promote engagement and learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Technology Development & Exchange is the property of Society of International Chinese in Educational Technology (SICET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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