Reading Reflection W9

One of the distinct features of the games is Motivation which has been addressed in this chapter. The author has shown how playing video and computer games can promote learning. The writers of this chapter argue that a number of elements employed in entertainment games motivate players and that incorporating these elements into the design of educational games with regard to learning objectives would result in games that are both motivating and interesting. Learners' motivation can be increased by giving them tasks that are controllable by them, relevant to them, and appropriate in difficulty for their level. According to the authors, if similar elements were utilized to develop instructional games based on predetermined educational goals, the resulting games would likewise be motivational and interesting. Learning begins when players begin playing games by figuring out how to play them and advance through the various levels. It has been highlighted that games should be simple to pick up while yet offering a variety of difficulties for players. The design of games should have clear and precise instructions, suggestions, and immediate feedback in order to meet the learning features. The structure is the second feature, and numerous issues have been discussed in relation to this element. First, the optimal challenge is when there is a matching between the difficulty level of games and the player's skills. A tough game should have a clear objective to motivate players to find it. Additionally, it has been emphasized that for games to be motivating, they need to be challenging, innovative, and unpredictable. When rules in games are obvious and meaningful, they help to inspire players. Incorporating elements such as fantasy enforcement, cognitive interest, control level, helpful feedback, and appropriate rewards is crucial when designing games in light of the structural characteristic. Technical elements should be the third aspect of game design that gets the most attention. It has been highlighted that a desirable video game must make use of sophisticated technical elements, such as graphics and music, high speed, save progress, and user interface, to keep players interested in games. Additionally, it's crucial to concentrate on specific aspects when creating a game. Along with the game activity, attention should also be paid to the players' experiences and differences. To build engaging educational games, it is essential to comprehend the relationship between players and games. Numerous topics are covered by the individual features, including individual self-perceptions, differences, goal orientation, and identity. Social and emotional characteristics make up the final two traits; The relationship between the motivational component of a game and social features has been the focus of social features; in fact, interacting with other players while playing or after can boost motivation. Regarding the final feature, emotion is regarded as a crucial component of motivation to raise activity involvement. In order to boost game engagement, the authors have proposed that well-designed educational games should take into account the motivational elements of individual and social features and the interplay between them.

The survey study on Massively Multi-User Online Role-Playing Games (MMORPGs), where millions of users regularly enter to communicate, collaborate, and form relationships with others through avatars in an online environment, addressed motivation as the crucial issue. Indeed, MMORPGs are a new branch of Multi-User Domains (MUDs), in which multiple users can enter to interact and achieve their ultimate goals in an online environment. This study survey aimed to look into how people interacted with one another, formed relationships, and experienced MMORPGs. One topic that is discussed in this survey study is motivation. It has been discovered that users found these environments to be appealing. What encouraged users to connect and spend so much time in these virtual settings is the crucial question. Five variables have been identified through analysis of the participants' responses as motivating users to engage in social interaction in these settings. First, one aspect influencing a person's ability to develop deep connections with others is the relationship. The other elements include achievement, manipulation, immersion, and escapism. People have been encouraged to interact with others by each of these factors. Users are drawn to virtual settings for a variety of reasons, including the ability to take on many identities through avatars, enjoyment of the storytelling elements, stress relief, and willingness to complete challenging tasks.

The third assigned study focuses on using self-determination theory to examine the motivation associated with playing computer video games and their consequences on well-being. The authors wanted to find out how self-determination theory could be used to explain why players were motivated in a gaming context. Through studies, the players of games have been observed, and as a consequence, there has been a correlation between preferences, game enjoyment, and short-term changes in well-being with gameplay autonomy and competence. It has highlighted the connection between competence and autonomy, the game's simple controls, and players' level of immersion in the experience. In fact, evidence suggests that intuitive gameplay controls seem to boost player preferences and satisfaction by promoting competence and autonomy in-game.

References

Asgari, M., & Kaufman, D. (2009). Motivation, learning, and game design. In Handbook of research on effective electronic gaming in education (pp. 1166-1182). IGI Global.

Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and emotion, 30(4), 344-360.

Yee, N. (2006). The psychology of massively multi-user online role-playing games: Motivations, emotional investment, relationships and problematic usage. In Avatars at work and play (pp. 187-207). Springer, Dordrecht.