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Exploring Gameful Motivation of Autonomous Learners
Jukka Vahlo1,2, Kai Tuuri1, Tanja Välisalo1
1Department of Music, Art and Culture Studies, University of Jyväskylä, Jyväskylä, Finland.
Frontiers in Psychology
|March 14, 2022
Summary
Autonomous learners
Area of Science:
- Educational Technology
- Human-Computer Interaction
- Psychology of Learning
Background:
- Massive Open Online Courses (MOOCs) offer accessible learning opportunities.
- Understanding learner motivation is crucial for designing effective online learning experiences.
- The study explores similarities between learning and game-playing motivations.
Purpose of the Study:
- To investigate the motives of autonomous learners in an online course.
- To examine the relationship between learning motives, gameplay motivations, engagement, and learning outcomes.
- To identify factors contributing to a playful and autonomous learning experience.
Main Methods:
- Explorative study analyzing survey data from 705 participants in an AI online course.
- Utilized an explorative Motives for Autonomous Learning (MAL) inventory.
- Employed exploratory factor analysis to identify underlying dimensions of learning motives.
Main Results:
- Four dimensions of the MAL inventory aligned with video game engagement motives.
- Autonomous and playful predispositions significantly predicted perceived gamefulness and learning outcomes.
- Playfulness and autonomy emerged as significant factors throughout the entire learning process.
Conclusions:
- Learner autonomy and playfulness are critical for engagement and success in online courses.
- Motivations for autonomous learning share commonalities with gameplay motivations.
- Designing online courses that foster autonomy and playfulness can enhance learning experiences and outcomes.
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