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Motivation Theory & Instructional Gaming
Flow state interaction
Csikszentmihalyi (1985)
By Demet Metan
Salen and Zimmerman (Rules of Play)
Frame – time and space
‘Magic circle’: The space where the game takes place. New reality is created byThe rules of the game Its players
Lusory Attitude
The state of mind to enter into the play of a game
Players accept the limitations because of the pleasure a game can afford.
Types of Motivation
Psychologists – Two kinds of motivation
Extrinsic: rewards (money, prestige)Intrinsic: the joy of doing something,
key in understanding the FLOW (example: a hobby)
Motivation and Flow Theory
In Flow, subjects describe their experiences as intrinsically rewarding. Csikszentmihalyi (1985)
Flow- When individuals engage in activities and lose awareness of time and space, they are involved with flow experiences.
Nine dimensions of "the flow"?
Clear goals Unambiguous and immediate feedback Skills that just match challenges Merging of action and awareness Centering of attention on a limited
stimulus field A sense of potential control A loss of self-consciousness An altered sense of time An autotelic experience
Change of Feelings
Csikszentmihalyi’s research on the feelings changed by the skills and challenge
Activities
"too difficult" to organize oneself towards more satisfying activities, instead pursue apathetic activities like watching TV
Games and Difficulty level
Similarly, many games today give the player chance to adjust the level of difficulty of the game for you to stay in the FLOW
Columns and other arcade games allow you to change the difficulty level (wikipedia)
Gaming and Education
The diagram below illustrates the potential for well-designed educational games
Games Play Flow Motivation Learning
Play versus Work
Play is a voluntary activity involving active often physical engagement that is pleasurable for its own sake (Lloyd P. Rieber, 1995)
Play versus Work (Blanchard,1995)
4 Range of Human Activities
Play
A(Playful Work)
External Goal
Not-play
Internal GoalWork Leisure
D(Non-play Leisure)
C(Non-play Work)
B(Playing at Leisure)
Conclusion
Educationists look for ways to use this motivation theory for teaching and learning
Ask themselves how to Make learning stratifying and
rewarding Intrinsically motivate people for
learning
Thanks
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