Engagement as a Volitional Construct: A Framework for Evidence-Based Research on Educational Games. (August 2014)

• Record Type: Journal Article
• Authors: Filsecker, Michael; Kerres, Michael
• Other Names: Moseley Alex guest-editor.; Whitton Nicola guest-editor.
• Is Part Of: Simulation & gaming. Volume 45:Number 4/5(2014:Aug./Oct.)
• Page Start: 450
• Page End: 470
• Publication Date: 2014-08
• Subjects: cognitive engagement -- effort -- engagement -- eye tracking -- game-based learning -- input-process-output framework -- instructional design -- intention building -- intention implementation -- learning -- mental mediators -- moderators -- motivation -- theory building -- volition; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878114553569
• Languages: English
• ISSNs: 1046-8781

Abstract

Background . Interest is growing in harnessing the motivational and engaging power of games for learning purposes. However, academics frequently use the termsmotivation andengagement interchangeably. Aim . In this article, we suggest that researchers should differentiate engagement from motivation and conceptualize it as avolitional process . We also argue that educational games research needs to move its focus beyond intrinsic motivation and explore the variety ofcognitive, emotional, motivational, andvolitional processes while learning with games. Method . Therefore, this article outlines aconceptual framework based on amultidimensional perspective on engagement. This framework is intended to help plan and organize research on learning with games, so that the field can produceevidence-based guidelines and principles that respond to the central questions of how and when educational games work. Results . A conceptual framework that integrates motivation and volition, is structured by an input-process-output model and portraits engagement as a process or mediator variable between an educational game and its learning outcomes. Conclusion . Defining engagement as a volitional process opens up a new perspective with broad theoretical and practical implications. For game design, the strategy of "learning within games" could demand increasingly higher levels of volitional control depending on the degree of coupling of the learning task and the gameplay.