Oldal 100 [100]
OCR
10.3 THE MOTIVATIONAL PERSPECTIVE 99 game-based learning environments. The sense of immersion is directly related to the emotional composition of the learning experience (Fassbender, Richards, Bilgin, Thompson, & Heiden, 2012). Studies on serious games also emphasize the importance of players’ emotion by describing it as the main player characteristic considered to be important for learning processes and performance (Schrader, Brich, Frommel, Riemer, & Rogers, 2017). Recent evidence show that emotions are not only outcomes of motivated behaviour, but they also influence the cognitive processes associated with motivation (Triberti, Chirico, La Rocca, & Riva, 2017; Um, Song, & Plass, 2007). For example, emotion often underlies curiosity, which is commonly regarded as a prime promoter of intrinsic motivation (Malone & Lepper, 1987; Litman, 2005). Research on challenge as a motivator shows that promoting challenge— skills balance is optimally motivating (Nakamura & Csikszentmihalyi, 2002; Turner & Meyer, 2004; Ott & Tavela, 2010). Relevant active involvement could be decisive in promoting intrinsic motivation since it may have a crucial influence on sustaining students’ engagement during the learning process until the knowledge construction has been completed (Lepper & Malone, 1987; Garris, Ahlers, & Driskell, 2002). Inviting learners to participate in sequenced learning units generates additional motivational challenges. The output emotions of the current phase of a learning session are input emotions for the next phase (Wlodkowski, 1985). A relevant active role in a challenging learning session contributes to a sense of achievement. In addition, the way students think about the next learning unit generates corresponding emotions. Perceiving inappropriate challenges may result in anxiety or boredom (Csikszentmihélyi, 1990). On the other hand, the probability of success can promote exciting expectations. Teachers may have a key role in promoting the above “learning ingredients” (Christophel, 1990), but technology has also its own strengths (Barger & Byrd, 2011). The study (Rovai, Ponton, Wighting, & Baker, 2007) concludes that online e-learning may foster stronger intrinsic motivation than traditional classroom learning. On the other hand, Ott and Tavela (2010) emphasize that “new millennium learners” (Pedr6, 2006) are not indifferent to the quality of the e-learning experience. Most frequently recalled deficiencies of e-learning materials are: lack of edge and emotion, absence of a great beginning and ending, too much sameness, etc. On the other hand, if e-learning materials are interesting only - for example — because they are novel, then they may lose their appeal as learners become accustomed to them. It is clear that simply adding some multimedia elements is not enough to significantly increase and sustain intrinsic motivation (Hamid, 2001; Clark & Mayer, 2002; Keller & Suzuki, 2004; Martens et al., 2004). Therefore, we have proposed to implement the following motivational strategy: — Arousing motivation: During the “dance performance phase”, the focus is on arousing curiosity by combining science with art and the modern with
