Course title in Estonian
Mäng kui õpikeskkond
Course title in English
Games as Learning Environments
approximate amount of contact lessons
lecturer of 2019/2020 Spring semester
Mikhail Fiadotau (inglise keel) tavaline kursus
lecturer of 2020/2021 Autumn semester
lecturer not assigned
The objective of the course is twofold. On the one hand, the course aims to introduce the key concepts and theories in the research on motivation, stress, and concentration in learning contexts. On the other hand, it seeks to connect these approaches to existing educational game design paradigms and practices.
Brief description of the course
Historical overview of motivation and stress research. Evidence-based approaches in motivational psychology and game-based learning.
Self-determination theory. Motivation-driven game design. Motivation and flow. The role of learner/player choice.
Achievement goals theory. Performance-approach and performance-avoidance goals. Learner typologies and player typologies.
Stress, performance, and creativity. Procrastination and learning strategies. Psychophysiological approaches to game design.
Every week, students select one academic article out of a suggested reading list and are expected to submit a written summary of the article. At the end of the course, students present their final assignments: a game concept based on theories discussed in the course.
Learning outcomes in the course
A basic understanding of key evidence-based approaches to learning motivation, stress, and attention, as well as of their importance to constructing effective learning environments.
An ability to apply these approaches to analyzing and designing educational games.
In order to pass the course, students are expected to submit all of their weekly article summaries, contribute to classroom discussion, and successfully present their final project.
Denis, G., & Jouvelot, P. (2005). Motivation-driven educational game design: applying best practices to music education. Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology.
Van Roy, R., & Zaman, B. (2017). Why gamification fails in education and how to make it successful: introducing nine gamification heuristics based on self-determination theory. In Serious Games and edutainment applications. Springer.
Plass, J. L., O'Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of educational psychology, 105(4).
Heeter, C., Lee, Y. H., Medler, B., & Magerko, B. (2011). Beyond player types: gaming achievement goal. Proceedings of ACM SIGGRAPH 2011.
Joëls, M., Pu, Z., Wiegert, O., Oitzl, M. S., & Krugers, H. J. (2006). Learning under stress: how does it work?. Trends
Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1).
Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19(4).
Heeter, C., Winn, B., Winn, J., & Bozoki, A. (2008). The challenge of challenge: Avoiding and embracing difficulty in a memory game. Proceedings of the Meaningful Play Conference, East Lansing, October 2008.
Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43(1).
Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in higher education, 41(5).
Gualeni, S., Janssen, D., & Calvi, L. (2012). How psychophysiology can aid the design process of casual games: A tale of stress, facial muscles, and paper beasts. Proceedings of the 2012 international Foundations of Digital Games conference.
Claxton, G. (2005). Mindfulness, learning and the brain. Journal of rational-emotive and cognitive-behavior therapy, 23(4).