Copyright by Paul K. Toprac 2008
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Copyright by Paul K. Toprac 2008 The Dissertation Committee for Paul K. Toprac certifies that this is the approved version of the following dissertation: THE EFFECTS OF A PROBLEM BASED LEARNING DIGITAL GAME ON CONTINUING MOTIVATION TO LEARN SCIENCE Committee: Liu Min, Supervisor James Barufaldi Norvell Northcutt Stuart Reifel Frank Wicker THE EFFECTS OF A PROBLEM BASED LEARNING DIGITAL GAME ON CONTINUING MOTIVATION TO LEARN SCIENCE by Paul K. Toprac, B.S. Ch.E.; M.B.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May, 2008 Dedication This dissertation is dedicated to my parents, Tony and Dena Toprac, because I would not be here if it were not for them, and to my wife, Heidi, who gave the support and love necessary for the completion of the work herein. And, of course, I would like to dedicate my dissertation to my children, Sophia and Andreas because they are my inspiration for committing myself to improve the world and create a better future. Acknowledgements First, I would like to thank Dr. Min Liu and my committee members: Drs. James P. Barufaldi, Norvell W. Northcutt, Stuart Reifel, and Frank W. Wicker. Dr. Liu has been my advisor and mentor during my doctorate program years. During this time she has provided with invaluable advice and guidance. When I listened I was fortunate enough to benefit from her mentorship, and when I did not listen it often resulted in disappointment for me. Dr. Barufaldi provided encouragement and important assistance on learning more about mixed methods. Dr. Northcutt was instrumental on the development and analysis of my instrumentation. He was a significant (p < 0.05) contributor to my understanding of statistical analysis and my ability to report findings in my dissertation. Dr. Stuart Reifel provided helpful advice regarding qualitative approaches to my research. And last, but not least, Dr. Frank W. Wicker has been my teacher and mentor on issues regarding motivation, affect, and research, as well as reviewer of potential movies to watch. I enjoyed and was enlightened by every discussion I had with him. Collectively, my committee members remind me that I stand on the shoulders of giants. v I would also like to thank my wife, Heidi, who has had to put up with me during the last five years. She has supported me in innumerable ways. Without her love and friendship I would be lost. Heidi is best wife I have ever had. Finally, I want to thank two good colleagues of mine: Lucas Horton and Tim Yuen. Without Lucas, the Alien Rescue game would not have come to fruition. He voluntarily spent hundreds of hours developing Alien Rescue III without complaint. Lucas was priceless. Finally, Tim Yuen has been a source of inspiration and ideas for me. We started the Ph.D. program together, had many classes together, and worked together on numerous projects. I found his collaboration to be motivating and productive. Also, he is a nice guy. Of course there many others I could acknowledge: professors, friends, relatives, etc. The list goes on for nearly ever. I apologize in advance if someone was left out whom I should have mentioned. As Einstein said, “A person who has never made a mistake has never tried anything new.” vi THE EFFECTS OF A PROBLEM BASED LEARNING DIGITAL GAME ON CONTINUING MOTIVATION TO LEARN SCIENCE Publication No._____________ Paul K. Toprac The University of Texas at Austin, 2008 Supervisor: Min Liu The purpose of this study was to determine whether playing a problem-based learning (PBL) computer game, Alien Rescue III, would promote continuing motivation (CM) to learn science, and to explore the possible sources of CM. Another goal was to determine whether CM and interest to learn science in the classroom were identical constructs. CM was defined as the pursuit of academic learning goals in noninstructional contexts that were initially encountered in the classroom. Alien Rescue was played for a total of 9 hours in the seventh grade of a private middle school with 44 students, total, participating. The study used a design-based research approach that attempted to triangulate quantitative and qualitative methods. A science knowledge test, and two self- report questionnaires—one measuring motivation and one measuring CM—were vii administered preintervention, postintervention, and follow-up. Qualitative data was also collected, including student interviews, classroom observations, written responses, and a science teacher interview. Repeated measures ANOVAs were used to determine any significant changes in scores. A multiple regression analysis was used to explore whether a model of CM could be determined using the Eccles’ expectancy-value achievement motivation model. The constant comparative method was used to obtain relevant information from the qualitative data. Based on contradictory quantitative and qualitative findings, results were mixed as to whether students exhibited an increase in CM to learn space science. Students continued to freely engage Alien Rescue during the mid-class break, but this does not strictly adhere to the definition of CM. However, many students did find space science more interesting than anticipated and developed increased desire to learn more in class, if not outside of class. Results also suggest that CM and interest in learning more in class are separate but related constructs. Finally, no satisfactory model emerged from the multiple regression analysis but based on students’ interviews, continuing interest to learn is influenced by all the components of Eccles’ expectancy-value model. Response effects may have confounded quantitative results. Discussion includes challenges of researching in classrooms, CM, and Eccles’ motivational model, and the tension between PBL and game based approaches. Future design recommendations and research directions are provided. viii Table of Contents LIST OF TABLES ....................................................................................................... XII LIST OF FIGURES ..................................................................................................... XIV CHAPTER 1: INTRODUCTION.......................................................................................1 Significance of the study ..........................................................................................1 Problem Statement of the study and Research Questions .........................................8 Overview of Methodology........................................................................................9 Definitions of Key Terms .......................................................................................10 CHAPTER 2: REVIEW OF LITERATURE ......................................................................13 Overview of Digital Games....................................................................................13 Overview of Designing Motivating Digital Games And Problem-based Learning Environments ........................................................................................................18 Continuing Motivation Theory and Research.........................................................24 Continuing Motivation.......................................................................................25 Eccles’ Theory of Motivation Perspective as Model of Continuing Motivation..33 Attitude Toward Science as Continuing Motivation...........................................59 Summary on Continuing Motivation and its Underlying Dimensions.................65 Design-Based Research .........................................................................................66 Summary of Literature Review...............................................................................72 CHAPTER 3: METHODOLOGY ...................................................................................76 Research Questions ...............................................................................................76 Design Rationale of Alien Rescue ..........................................................................77 Participants and Context .......................................................................................85 Treatment ..............................................................................................................86 Data Sources.........................................................................................................86 Quantitative Measurements................................................................................87 Qualitative Data Gathering .............................................................................. 100 Procedures and Analysis ..................................................................................... 111 ix Approval Process............................................................................................. 111 Research Procedure ......................................................................................... 112 CHAPTER 4: RESULTS............................................................................................. 118 Research Question One ....................................................................................... 118 Research Question Two ....................................................................................... 128 Research Question Three....................................................................................