Motivation, Engagement and Learning through Digital Games

Ioanna Iacovides (The Open University, UK), James Aczel (The Open University, UK), Eileen Scanlon (The Open University, UK), Josie Taylor (The Open University, UK) and Will Woods (The Open University, UK)

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DOI: 10.4018/jvple.2011040101

Source title: International Journal of Virtual and Personal Learning Environments (IJVPLE)

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MLA

Iacovides, Ioanna, James Aczel, Eileen Scanlon, Josie Taylor and Will Woods. "Motivation, Engagement and Learning through Digital Games." IJVPLE 2.2 (2011): 1-16. Web. 20 May. 2013. doi:10.4018/jvple.2011040101

APA

Iacovides, I., Aczel, J., Scanlon, E., Taylor, J., & Woods, W. (2011). Motivation, Engagement and Learning through Digital Games. International Journal of Virtual and Personal Learning Environments (IJVPLE), 2(2), 1-16. doi:10.4018/jvple.2011040101

Chicago

Iacovides, Ioanna, James Aczel, Eileen Scanlon, Josie Taylor and Will Woods. "Motivation, Engagement and Learning through Digital Games," International Journal of Virtual and Personal Learning Environments (IJVPLE) 2 (2011): 2, accessed (May 20, 2013), doi:10.4018/jvple.2011040101

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Abstract

Digital games can be powerful learning environments because they encourage active learning and participation within “affinity groups” (Gee, 2004). However, the use of games in formal educational environments is not always successful (O’Neil et al., 2005). There is a need to update existing theories of motivation and engagement in order to take recent game-related developments into account. Understanding the links between why people play games, what keeps them engaged in this process, and what they learn as a result could have a significant impact on how people value and use games for learning. This paper examines key research that relates to motivation, engagement, and informal learning through digital games, in order to highlight the need for empirical studies which examine the activities that occur in and around everyday gaming practice.

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