Games that Motivate to Learn: Design Serious Games by Identified Regulations
Open accessAbstract
To accomplish this fit, game designers could not conceal the learning within a game, but explicitly communicate the constructed knowledge to the player. Progressive feedback, the availability of various learning styles in the game, and the embedding of the game in a social environment, might satisfy students’ needs for competence, autonomy and relatedness to significant others. When these needs are satisfied within the context of the educational instructions, students might become motivated to learn during play, and even when the game is over.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The three psychological needs of human motivation fit well in an educational environment.
“Evidence has shown that the three psychological needs of human motivation also fit well in an educational environment [56].”
From Extracting Design Guidelines for Augmented Reality Serious Games for Children (2022) · cites this paper as [56]
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 27,815 · see citing works
Maslow, A. H. (1943) · Psychological Review · doi:10.1037/h0054346 · Cited by 21,563 · see citing works
Learning Styles and Pedagogy in post-16 learning: a systematic and critical review
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004) · Newcastle University · doi:10.25405/ncl.34085991 · Cited by 1,810 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Extracting Design Guidelines for Augmented Reality Serious Games for Children
Li, J., Spek, E. V. D., Hu, J., & Feijs, L. (2022) · IEEE Access · doi:10.1109/access.2022.3184775 · Cited by 29 · see citing works
- Authors
- Deen, M., & Schouten, B. A. M.
- Affiliations
- Fontys University of Applied Sciences (NL)
- Venue
- Advances in Game-Based Learning
- Publisher
- IGI Global
- Published
- 2011-05-25
- Pages
- 330-351
- ISSN
- 2327-1825 (ISSN-L)
- 2327-1833
- OpenAlex
- W2503387106
- Cited by
- 12
- References
- 3
- Citations by year
- 2026: 1 · 2023: 1 · 2022: 1 · 2021: 1 · 2017: 1 · 2016: 1 · 2015: 2 · 2014: 3 · 2013: 1
- FWCI
- 4.07
- Type
- book chapter
- Language
- en
- Open access
- green
- research.tue.nl
- Licence
- other-oa
- Locations
- Advances in game-based learning book series (publishedVersion)
- TU/e Research Portal (submittedVersion)
- TU/e Research Portal (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Keywords
- game-based learning, intrinsic motivation, game design, learning styles, social learning, autonomy, competence, relatedness, embedded learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
