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Background of The Study Example

1) Online gaming is very popular among teenagers in Taiwan, with the largest proportion of users being 12-19 years old. 2) The researcher, a junior high history teacher, wants to use digital games to increase student motivation and academic performance in learning history, which is typically fact-based. 3) Digital game-based learning aims to make learning more entertaining while still educational by allowing students to problem solve and face challenges in games. Keller's ARCS theory of motivation is particularly relevant for digital learning motivation.

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John Paulo Rodriguez
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500 views

Background of The Study Example

1) Online gaming is very popular among teenagers in Taiwan, with the largest proportion of users being 12-19 years old. 2) The researcher, a junior high history teacher, wants to use digital games to increase student motivation and academic performance in learning history, which is typically fact-based. 3) Digital game-based learning aims to make learning more entertaining while still educational by allowing students to problem solve and face challenges in games. Keller's ARCS theory of motivation is particularly relevant for digital learning motivation.

Uploaded by

John Paulo Rodriguez
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Introduction

With rapid growth in information communication technology, online games have


gradually become part of peoples life in recent years. It is believed that digital games,
as a catalyst, can be very useful teaching media. According to the Taiwan Institute for
Information Industry in 2010 published report of using broadband network. Taiwan's
Internet users most commonly used online gaming services (50.28%), the largest
proportion of 12-19 years accounting for 83.08%-90.91%. For this reason, teachers
must elevate students learning ability and knowledge through temporary assistance like
information technology. To teachers and students, the meaning of this incoming digital
trend counts for more challenges than opportunities. History, a subject about facts,
should also be inextricably linked to digital world. Being a junior high history teacher, the
researcher found that it would be better to use a lively way-learning by playing-we can
use some digital assistance to arouse students learning motivation and academic
performance. Moreover, traditionally teacher-centered didactic instruction is
progressively substituted by student-centered various interactive learning patterns. The
innovating digital learning which claims for enhancing learners motivation and initiative
exploration is available to all. Terms like E-learning, U-learning, Digital Game-based
Learning (DGBL) gradually represent information technology integrated into teaching in
school. DGBL was first proposed by Marc Prensky in 2001. Through digital games,
learners obtain sense of achievement in solving problems and dealing with challenges.
Digital game based learning takes both entertainment and education into consideration.
In Prenskys opinion, digital game based learning will be the main learning pattern in the
21st century, the traditional learning style such as emphasizing reading and writing is
going to be replaced. Online games stand for part of teenagers culture, so its
undoubtedly inevitable to integrate it into school education.
Moreover, successful learning definitely needs motivation. Learning motivation is the
key factor whether digital game based learning and web base learning community work
or not. Munn et al. (1969) defined that motivation, as a sort of intrinsic power such as
interest, attitude and desire, can influence personal behavior. On the other hand, Keller
(1983) regarded motivation as peoples choice of experiences and goals, and how they

make efforts to achieve them. Besides, Reilly (1983), Lewis, and Tanner considered
motivation to be the power inside oneself. Of all digital learning motivation theory,
Kellers (1983) ARCS theory is the most universal one. The theory is composed of four
aspects: attention, relevance, confidence, and satisfaction. Taran (2005) placed specific
emphasis on attention, so he promoted ten skills for maintaining learners online
learning attention to strengthen motivation. That proves the importance of motivation to
academic performance. Paras and Bizzocchi (2005) combined ARCS theory with
Csikszentmihalyis (1991) Flow theory because they thought that a good digital game
design immerses learners in games, and then brings about effective learning process.
Games, one of the oldest learning methods, are part of human cognition development.
They have positive effect on learning basic cognition operation, understanding complex
grammar structure, and abstract thinking. According to Vygotsky (1966), learning by
playing helped promote Zone of Proximal Development (ZPD). In Bruners (1960, 1989)
research, it indicates that games can adjust teaching for both fast learners and slow
ones to attain the spirit of spiral curriculum. Cheng and Chen (2008) also found that
peer cooperation and coordination through digital interactive games enriched learners
learning motivation and academic performance. Prensky (2003), a game designer,
pointed out the integration of games and learning will change from the traditional idea
learning is depressing to learning by playing, learning through playing. To realize this
ideal purpose, letting students learn actively will make the process of learning become
more and more interesting

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