Welcome to the InfoSci Platform
Reference Hub4
Beyond Fun: Pintrich, Motivation to Learn, and Games for Learning

Beyond Fun: Pintrich, Motivation to Learn, and Games for Learning

Mario M. Martinez-Garza, Douglas B. Clark, Stephen S. Killingsworth, Deanne M. Adams
Copyright: © 2016 |Pages: 32
ISBN13: 9781466696297|ISBN10: 146669629X|EISBN13: 9781466696303
DOI: 10.4018/978-1-4666-9629-7.ch001
Cite Chapter Cite Chapter

MLA

Martinez-Garza, Mario M., et al. "Beyond Fun: Pintrich, Motivation to Learn, and Games for Learning." Handbook of Research on Gaming Trends in P-12 Education, edited by Donna Russell and James M. Laffey, IGI Global, 2016, pp. 1-32. https://doi.org/10.4018/978-1-4666-9629-7.ch001

APA

Martinez-Garza, M. M., Clark, D. B., Killingsworth, S. S., & Adams, D. M. (2016). Beyond Fun: Pintrich, Motivation to Learn, and Games for Learning. In D. Russell & J. Laffey (Eds.), Handbook of Research on Gaming Trends in P-12 Education (pp. 1-32). IGI Global. https://doi.org/10.4018/978-1-4666-9629-7.ch001

Chicago

Martinez-Garza, Mario M., et al. "Beyond Fun: Pintrich, Motivation to Learn, and Games for Learning." In Handbook of Research on Gaming Trends in P-12 Education, edited by Donna Russell and James M. Laffey, 1-32. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9629-7.ch001

Export Reference

Mendeley
Favorite

Abstract

A central goal of education involves helping students develop deep understandings of complex models at the heart of core learning goals. Interestingly, an analogous goal of commercial recreational digital games involves helping players develop deep understandings of the models at the heart of those games. Given that games can motivate players to engage voluntarily over extended periods of time in developing understandings of complex game models, one may ask whether and how one might foster similar engagement with educational concepts and models. Much fanfare has accompanied claims about games' potential for engagement and motivation, but many of those claims have focused on a shallow idea of “fun”. This chapter takes a deeper view of motivation and learning by employing Pintrich's synthesis of research on motivation to learn as a lens for examining (a) how popular game design conventions currently scaffold motivation to learn and (b) how game design conventions might be augmented to more effectively scaffold motivation to learn in the future.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.