Games, Motivation, and Learning: A Research and Practice Model

By R. Garris, R. Ahlers, James E. Driskell. 2002

3,319 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/b9bd2af8b4adf78584b28404d2b07baced0cdfcf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Information Systems and Management

Citations in the corpus

Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game (2009, neutral): “…28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 (see, e.g. Prensky 2001; Garris et al. 2002; EgenfeldtNielsen 2006).”
Effects of constructing versus playing an educational game on student motivation and deep learning strategy use (2011, background): “N. Vos et al. / Computers & Education 56 (2011) 127–137 135 Garris, Ahlers, and Driskell (2002) executed a literature review and found a number of characteristics of a game to be attractive to children.”
Building virtual cities, inspiring intelligent citizens: Digital games for developing students' problem solving and learning motivation (2012, background): “However, studies examining DGBL are often theoretical and possess a common assumption that students ’ motivation for playing games leads to motivation for learning (Dickey, 2006; Garris, Ahlers, & Driskell, 2002).”
Computer game design: Opportunities for successful learning (2008, background): “A similar cycle is described by Garris, Ahlers, and Driskell (2002) for educational games, in which the learner engages in repeated judgement-behaviour-feedback loops.”
The impact of intrinsic motivation on e-learning in authentic computer tasks (2004, background): “…study investigated what students actually do in an electronic learning environment, in order to gain a better understanding of the problem stated by Garris et al. (2002): ‘Intuitively we would assume that greater effort, engagement, and persistence would lead to a more positive learning outcome,…”
A meta-analysis of the cognitive and motivational effects of serious games (2013, methodology): “Likewise, in the game cycle model of Garris et al. (2002), debriefing, defined as the review and analysis of events that occurred in the game itself, is regarded as the most critical part of the (serious) game experience.”
Serious Gaming and Gamification Education in Health Professions: Systematic Review (2019, background): “The motivational properties of gaming have the potential to be harnessed for educational purposes [8].”
A Qualitative Meta-Analysis of Computer Games as Learning Tools (2009, background): “According to Garris et al. (2002), the following are tangible reasons for using computer games for learning purposes: • Computer games can invoke an intensity of engagement in learners.”
Generative Learning: Which Strategies for What Age? (2020, background): “Furthermore, asking students to provide explanations is supposed to prompt them to generate inferences that go beyond the given information and to revise their mental models (Chi 2000).”
A case study of computer gaming for math: Engaged learning from gameplay? (2008, background): “…to reflect and abstract relevant information for effective learning to occur " , through debriefing in system feedback, such as ''a description of events that occurred in the game, analysis of why they occurred, and the discussion of mistakes and corrective actions " (Garris et al., 2002, p. 454).”
Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games (2011, background): “Researchers have proposed a number of mechanisms by which motivation and flow could enhance learning, including persistence, more focused attention, increased arousal, increased affect, and alternative strategies (Dweck, 1986; Garris et al., 2002; Martens et al., 2004; Parkin et al., 1982; Pintrich,”