Students' Intrinsic Motivation Using Game-Based Activities
Sorsogon State University, Philippines
How they used Delve
A researcher at Sorsogon State University used Delve to thematically code Grade 7 students' reflective journals and teacher observation notes, producing seven themes matched to the subscales of intrinsic motivation in a study of game-based science activities.
“The study used Delve software, a qualitative data analysis software application, to help in the thematic coding of data. [...] The qualitative data from students' reflective journals and teacher-observers' observation notes were thematically analyzed using Delve qualitative data analysis software. Overall, seven themes reflecting the seven subscales of intrinsic motivation are reported in this section.”
- Field
- Science education; game-based activities and intrinsic motivation in Grade 7 ecosystem lessons
- Data
- Reflective journal entries from 69 Grade 7 students across two purposively selected special science sections studying ecosystem lessons, plus observation notes written by teacher-observers
- Approach
- Quasi-experimental design with an experimental and a control section, paired with thematic analysis in Delve of students' reflective journals and teacher-observers' observation notes; seven themes were reported, mapped to the seven subscales of the Intrinsic Motivation Inventory
- Data types
- Documents, Observation
Abstract
This study sought to determine the effects of game-based activities (GBAs) on students’ intrinsic motivation. The study employed a sequential explanatory mixed-methods approach using quantitative and then qualitative data to explore the impact of GBAs on intrinsic motivation. It also utilized lessons integrating GBAs into an ecosystem curriculum developed and adapted by the researcher for the study. Sixty-nine Grade 7 students from two sections of a public secondary school in Sorsogon, Philippines, participated in this study. One section with 34 students was assigned to an experimental group and exposed to GBAs developed for ecosystem lessons. The 35 students in the other section were assigned to a control group and taught with games using traditional teaching methods. Respondents completed a survey on the intrinsic motivation inventory (IMI) after the intervention. The survey results revealed a significant difference in the IMI scores of respondents (u = 327, N = 69, p = 0.05), and the integration of GBAs in ecosystem lessons for Grade 7 significantly improved students’ intrinsic motivation. Qualitative data analysis also revealed that GBAs specifically addressed students’ psychological needs in terms of interest or enjoyment, perceived competence, effort or importance, value or usefulness, and relatedness, which ultimately improved students’ intrinsic motivation. Integration of GBA into ecosystem lessons can improve students’ intrinsic motivation when GBAs align with learning goals and include interactive and engaging game elements. This study emphasized the effects of GBAs on intrinsic motivation and delved deeper into the specific context of science education in Grade 7, providing insights on how to harness GBAs effectively in specific educational settings. This study recommends the integration of GBAs into science education to enhance students’ motivation and improve their learning experiences and outcomes. A more comprehensive study of the effect of GBAs on students’ learning experiences is also recommended.
Citation
Nestor Lasala Jr. (2024). Students' Intrinsic Motivation Using Game-Based Activities. Dalat University Journal of Science. https://doi.org/10.37569/dalatuniversity.14.2.1161(2024)