Volume 39, Issue 2, April 2023, Pages 556–563
Jewell Ken V. Bañes1, Sachiko R. Gubat2, Kristine T. Soberano3, and Jeffric S. Pisueňa4
1 Graduate School Department, Northern Negros State College of Science and Technology, Old Sagay, Sagay City, Negros Occidental, Philippines
2 Graduate School Department, Northern Negros State College of Science and Technology, Old Sagay, Sagay City, Negros Occidental, Philippines
3 Graduate School Department, Northern Negros State College of Science and Technology, Old Sagay, Sagay City, Negros Occidental, Philippines
4 Graduate School Department, Northern Negros State College of Science and Technology, Old Sagay, Sagay City, Negros Occidental, Philippines
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The popularity of video games has led to increased interest in exploring their potential for promoting self-directed learning, as they provide an immersive and engaging platform for learners to develop their skills and knowledge. To investigate the role of motivation and identify effective instructional strategies for promoting self-directed learning in the context of digital pedagogy, a survey was conducted with 70 video gamers, using four-item questions for self-directed learning, the Situational Motivation Scale, and open-ended questions. The Situational Motivation Scale was used to measure both intrinsic and extrinsic motivation, including four dimensions: intrinsic motivation, identified regulation, external regulation, and amotivation. Data analysis included descriptive statistics, ordinal logistic regression analysis, and thematic analysis to determine the effective instructional strategies. The survey results suggest that intrinsic and extrinsic motivation significantly impact self-directed learning in video games, with intrinsic motivation and identified regulation having a stronger positive impact than external regulation and amotivation. The effective instructional strategies identified were clear and concise instructions, feedback on performance, challenge to think creatively, incorporation of problem-solving and critical thinking elements, and fostering a sense of community. Furthermore, practical recommendations for educators were drawn from these strategies. The findings highlight the importance of considering different types of motivation when designing instructional strategies in digital learning environments and promoting intrinsic motivation in these settings.
Author Keywords: Intrinsic motivation, extrinsic motivation, instructional strategies, video gaming, digital education.
Jewell Ken V. Bañes1, Sachiko R. Gubat2, Kristine T. Soberano3, and Jeffric S. Pisueňa4
1 Graduate School Department, Northern Negros State College of Science and Technology, Old Sagay, Sagay City, Negros Occidental, Philippines
2 Graduate School Department, Northern Negros State College of Science and Technology, Old Sagay, Sagay City, Negros Occidental, Philippines
3 Graduate School Department, Northern Negros State College of Science and Technology, Old Sagay, Sagay City, Negros Occidental, Philippines
4 Graduate School Department, Northern Negros State College of Science and Technology, Old Sagay, Sagay City, Negros Occidental, Philippines
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The popularity of video games has led to increased interest in exploring their potential for promoting self-directed learning, as they provide an immersive and engaging platform for learners to develop their skills and knowledge. To investigate the role of motivation and identify effective instructional strategies for promoting self-directed learning in the context of digital pedagogy, a survey was conducted with 70 video gamers, using four-item questions for self-directed learning, the Situational Motivation Scale, and open-ended questions. The Situational Motivation Scale was used to measure both intrinsic and extrinsic motivation, including four dimensions: intrinsic motivation, identified regulation, external regulation, and amotivation. Data analysis included descriptive statistics, ordinal logistic regression analysis, and thematic analysis to determine the effective instructional strategies. The survey results suggest that intrinsic and extrinsic motivation significantly impact self-directed learning in video games, with intrinsic motivation and identified regulation having a stronger positive impact than external regulation and amotivation. The effective instructional strategies identified were clear and concise instructions, feedback on performance, challenge to think creatively, incorporation of problem-solving and critical thinking elements, and fostering a sense of community. Furthermore, practical recommendations for educators were drawn from these strategies. The findings highlight the importance of considering different types of motivation when designing instructional strategies in digital learning environments and promoting intrinsic motivation in these settings.
Author Keywords: Intrinsic motivation, extrinsic motivation, instructional strategies, video gaming, digital education.
How to Cite this Article
Jewell Ken V. Bañes, Sachiko R. Gubat, Kristine T. Soberano, and Jeffric S. Pisueňa, “Navigating the World of Video Games for Self-Directed Learning: A Digital Pedagogy Approach,” International Journal of Innovation and Applied Studies, vol. 39, no. 2, pp. 556–563, April 2023.
