Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning. Presented at GALAconf 2015 by Jean-Nicolas Proulx and Margarida Romero.

1. Game and learning mechanics under
the perspective of
self-determination theory for
supporting motivation in
digital game based learning
Jean-Nicolas PROULX
Université Laval
@JeanNicolasProu
Jean-Nicolas.Proulx.1@ulaval.ca
Margarida ROMERO
Université Laval
@margaridaromero
margarida.romero@fse.ulaval.ca
10th December, 2015
Rome, Italy https://goo.gl/HJF5UK

2. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
Presentation plan
 Digital games and motivation
 Self-determination theory
 The Learning Mechanics and Game Mechanics (LM-GM) model
 LM-GM model under the lens of Self-determination Theory

3. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
Digital games and motivation
 While games are generally portrayed as “fun”, not every game experience is
perceived as fun by the players.
 According to Filsecker and Hickey (2014, p. 138) empirical studies that uses games
shows “inconsistent patterns of results concerning motivation and learning”.
 Squire (2011) did not attribute the appearance of motivation only to the use of
games, but to a coherence between different factors such as students’ goals and
life history, the game affordances, and the institutional context.
 Then…

4. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
Digital games and motivation
 This brings the hypothesis that
serious games have indeed the
potential to foster motivation and
learning, but this potential might
not turn into a concrete form if
certain conditions regarding the
game and the learning context are
not met.
IMG:http://ed240s11pm.wikispaces.com/Growing+Up+Digital

5. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
Self-Determination Theory (SDT)
 According to the SDT, people are directed towards growth and gain fulfillment through
the integration of their experiences toward the development of a cohesive sense of self.
 In order to achieve growth, people should develop three aspects :
SDT
Autonomy : acting according to
his own volition or will.
Competence : the need to develop a
certain level of knowledge and skills to
develop tasks with a certain
competence.
Relatedness: the need of
belonging and attachment to
other people.

6. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.Self-determination TheoryAmotivation Extrinsic motivation Intrinsic Motivation
Non
regulation
External
Regulation
Introjected
Regulation
Identified
Regulation
Integrated
regulation
Intrinsic
Regulation
Lack of
motivation
Controlled Motivation Autonomous Motivation
Lowest Relative
Autonomy
Highest Relative
Autonomy
Self-determination Continuum. From Ryan & Deci (2009, p. 177)

7. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
Self-determination and Flow Theory
 The concept of flow experience was introduced by Csikszentmihalyi (1975) and
can be defined as a state of complete absorption or engagement into a task.
 In their research, Kowal and Fortier (1999) indicates that participants who had a self-
determined motivation reached the highest states of flow experience.
 According to Lee (2005) students with autonomous motivation are more likely to reach
the flow experience and be deeply engaged in their task.
 However, fostering self-determination in a school setting can be challenging.

8. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
Game and learning mechanics (LM-GM)
 Instead of analyzing games as a whole, it becomes possible to analyze games
according to their learning and game mechanics.
 The Learning Mechanics – Game Mechanics (LM-GM) model was proposed by Lim
et al. (2013) was used as a way to create a bridge between pedagogical intentions
and game elements.
 Serious game mechanics (SGM) are defined by Arnab et al. (2015, p. 395) as “game
components that translate a pedagogical practice/pattern into concrete mechanics
directly perceivable by a player’s actions”.

9. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
LM-GM model
Portion of the learning-game mechanics (LM-GM) proposed by Lim et al. (2013)

10. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
LM-GM under the lens of self-determination theory
 Even if a game is pedagogically relevant, it doesn’t mean that it will be fun or
engaging.
 The game is much more likely to be considered as fun by students if they can relate
to their personal life with the game or if they are offered meaningful choices that
takes into consideration their “needs, interests, goals, ability and cultural
background” (Katz & Assor, 2007, p. 11).

11. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
Amotivation Extrinsic motivation Intrinsic Motivation
Thinking skills level
Non
Regulation External regulation → Integrated regulation
Intrinsic
Regulation
Lack of
motivation
Controlled Motivation Autonomous Motivation
Autonomy Lowest relative autonomy Highest Relative Autonomy
Accountability
Designing
Ownership
Status/Titles
Strategy/planning
Ownership
Planning
Responsibility
Creating
Action points
Assessment
Rewards/penalties
Assessment
Incentive
External motivation
Collaboration
Communal
discovery
Game turns
Collaboration
Hypothesis
Reflect/Discuss
Evaluating
Feedback
Feedback
Shadowing
Analyze
Experimentation
Identity
Analyzing

12. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
LM-GM under the lens of self-determination theory
 Self-determination theory can come handy in order to create a context within the
game that promotes autonomous motivation. This can be easily done with LM-GM
model, because we would then need to exploit game mechanics in a way that foster
SDTs components.
 We develop the research hypothesis that improving the learning activities in the
classroom by integrating the game and learning mechanics which fosters self-
determinated motivation could have an impact not only on the fun and flow
experience, but also on the learning process and outcomes.
 However, this framework has yet to be tested on the field.
 Experimentations are planned around Fall 2016 in order evaluate both motivation and
learning.

13. Proulx, J.-N., & Romero, M. (2015). Game and learning mechanics under the perspective of self-determination theory for supporting
motivation in digital game based learning. Presented at the Game and Learning Alliance conference (GALA 2015), Rome. Accessed from
https://www.slideshare.net/secret/p2w7Yn7e3snqjF.
References
 Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., Freitas, S., Louchart, S., De Gloria, A. (2015). Mapping learning and game mechanics for
serious games analysis. British Journal of Educational Technology, 46(2), 391–411. http://doi.org/10.1111/bjet.12113.
 Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic Psychology. Retrieved from
http://psycnet.apa.org/psycinfo/1977-03308-001.
 Filsecker, M., & Hickey, D. T. (2014). A multilevel analysis of the effects of external rewards on elementary students’ motivation,
engagement and learning in an educational game. Computers & Education, 75, 136–148.
 Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19(4), 429–442.
 Kowal, J., & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self-determination theory. The Journal of Social
Psychology, 139(3), 355–368.
 Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of
Genetic Psychology, 166(1), 5–15.
 T. Lim, S. Louchart, N. Suttie, J. Ritchie, R. Aylett, I.A. Stanescu, et al. Strategies for effective digital games development and
implementation Y. Baek, N. Whitton (Eds.), Cases on digital game-based learning: Methods, models, and strategies, Information Science
Reference, Hershey, PA (2013), pp. 168–19.
 Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement. Handbook of Motivation at School, 171–195.
 Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. Technology, Education–Connections
(the TEC Series). ERIC. Retrieved from http://eric.ed.gov/?id=ED523599.

14. Game and learning mechanics under the perspective
of self-determination theory for supporting
motivation in digital game based learning
Jean-Nicolas PROULX
Université Laval
@JeanNicolasProu
Jean-Nicolas.Proulx.1@ulaval.ca
Margarida ROMERO
Université Laval
@margaridaromero
margarida.romero@fse.ulaval.ca
10th December, 2015
Rome, Italy https://goo.gl/HJF5UK
Many thanks for your attention!
All feedback and suggestions are
welcomed !