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What's in a Game's Name? Task Framing, Learning, and Enjoyment in an Educational Game

Abstract This study explores the influence of framing and activity type on expectations of learning and enjoyment as well as performance in a paraphrase identification task. In the first experiment, 80 students played one of three activities framed as either a "play" or "learning" task. Students then completed one of three activities; learning only, an educational game, or a play only activity. Results showed that the play frame had an effect on learning expectations prior to completing the activity, but had no effect after completing the activity. Students who completed the educational game scored significantly higher on the posttest learning assessment than those in the play only activity. Pairwise comparisons also indicated th... (more)
Created Date 2013
Contributor Brandon, Russell Davis (Author) / Mcnamara, Danielle S. (Advisor) / Jackson, George T. (Committee member) / Johnson-Glenberg, Mina C. (Committee member) / Arizona State University (Publisher)
Subject Experimental psychology / Educational technology / Cognitive psychology / Digital Games / Educational Games / Enjoyment / Framing / Motivation / Writing Strategies
Type Masters Thesis
Extent 76 pages
Language English
Reuse Permissions All Rights Reserved
Note M.A. Psychology 2013
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis