I MOTIVATION to MINE

MOTIVATION TO MINE: AN ANALYSIS OF THE MOTIVATION FOR EXTENDED VIDEO GAME PLAY AMONG PRE-ADOLESCENTS IN A PHYSICAL LEARNING ENVIRONMENT A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY By Maria Cipollone December 2015 Examining Committee Members: Deborah A. Cai, Advisory Chair, Media and Communication Adrienne Shaw, Media and Communication Catherine C. Schifter, College of Education Nicholas D. Bowman, External Member, West Virginia University i © Copyright 2015 by Maria Cipollone ________________________ All Rights Reserved ii ABSTRACT The relationship between video games and learning is a topic of interest for academic fields that range from communication, learning sciences, and cognitive psychology to mathematics and engineering. In K through 12 (as well as university- level) learning environments, many instructors are experimenting with video games and games-based technologies to achieve learning outcomes. Scholars hold that video games provide learning opportunities through problem solving, persistence, and innovation in the virtual environment (Gee, 2007; Shaffer, 2006; Squire, 2005). However, in order to introduce video games into the physical learning environment, researchers must consider the aspects of the medium that motivate players, the psychological processing of the media themselves (i.e., video games), and the facets of the learning outcomes they generate. Researchers must also address the convergence of the traditionally instructor- centered classroom with the user-centered nature of video game play. Given these considerations, the results of this dissertation offer three conclusions about integrating video game play into seventh and eighth grade learning environments. First, intrinsic motivation, which was measured as enjoyment of playing the video game, remained at high levels, as long as students are competent in game controls and were relatively free to do what they wanted within the general guidelines in the video game environment. Second, the role of social presence contributed to immersion in the video game environment and played a role in the continued motivation to play. Third, although there was no impact on rote measures of learning, such as memorizing vocabulary definitions, the Minecraft video game environment affected students’ ability to problem solve, as was evidenced by pre- and post-tests of rote and conceptual learning. iii This dissertation offers two narratives that provide understanding of the potential integration of video games in the K-12 classroom. The first narrative describes the results of the mixed method experiment detailed above, which provides data-driven responses to the inquiry about the success of video games in the physical learning environment. The second narrative provides observation and analysis of the context of the study site and the pedagogical traditions of the contemporary public education system that paradoxically embrace and reject the integration of tools like Minecraft in K-12 schools. These findings offer educators a justification and approach for integrating video games into their classroom practices. iv I dedicate this dissertation to my entire family: my Mom, my Dad, my brother, all of my many aunts and uncles, and most of all, my cousins—especially my cousin, Danielle, a reigning champion of games such as Pitfall, Stampede, Island Adventure, Blades of Steel, Super Mario Brothers, and the dreaded Electric Company: Math Fun. Without those hard working adults, we latchkey kids might not have spent our afternoons and summers playing the video games through which we would later change the world. v ACKNOWLEDGEMENTS This dissertation would not be possible without the mentorship and friendship of many people. I’ll mention a few here, but there are countless people I could thank. First and foremost, without the guidance, patience, positivity, and intellect of Dr. Deborah Cai, this project would not be possible. I am humbly grateful for the countless hours she spent reading, revising, and advising me to the completion of this project. Under Deb’s guidance, I am reminded that a great mentor must demonstrate immense compassion. Dr. Catherine Schifter made this project possible because she brought me to Minecraft and then, immediately following, to Rick Moffat (who I’d also like to thank). Catherine has always been a highly valued source of mentorship. She helps me get things done. Which, in the academic world, is often a slightly more attenuated process. I appreciate Catherine’s empathy for diverse approaches to learning that she lavishes on me without abandon. We’ve also developed a friendship over many car rides across the city that I hope will continue for years to come. Dr. Adrienne Shaw always pushes me to the next level. She is thoroughly responsible for helping me meet the people who launched my career in UX research and gaming. More importantly, she pushes me to the next level intellectually. I can’t thank her enough for the careful ways she reads and thinks about the work I do. She’s always pushing me to articulate—with confidence—the impact of my work, because she believes in it. I look forward to her mentorship as I pursue further scholarship in games. Dr. Nick Bowman has always welcomed my voice in the academic community. I’m so glad I had this opportunity to specifically involve him in my work. I appreciate his time in reading this dissertation, but it also seems his critiques have opened new directions for this work, and that is the greatest gift of all. I also look forward to his mentorship as I continue in my work as a games scholar. Dr. Matthew Lombard is responsible for giving me my start as a doctoral student, and keeping my spirits high when the road had many turns. Matthew has shown me that careful work that takes time produces the most fruitful results. I am eternally grateful for his mentorship, his understanding, his friendship, and his inclusive and inquisitive nature. There are many academic peers that supported my work since the beginning: Weidan Cao, Jessica Knab, David Crider, Darren Bau-Madsen, Carrie Isard, Katie Beardsley, Russ Johnson, Amanda Turner, and Angela Cirucci. I wish them each the most success on their life journey. Next, to my practitioners, who are not as far from the ivory tower as they might seem: I’m eternally grateful to the teachers and staff at the school named in this site, that let me hang on while we took off on 7th and 8th grade adventures. vi I’d like to thank Steven Schirra, who gave me my first big break at Zynga, and still remains one of my closest confidants with career matters (and otherwise). I’m eternally grateful for Steven’s ability to push me toward the opportunities where my work will have an impact. Though he’d never admit it, Steve’s heart is huge, and I’m grateful for a place in it. There are women in the games industry that pushed me to finish “the damn paper that’s never done.” I thank Jenny Martin, Nina Dobner, and Jeanne Chinn, who are warriors in an industry that doesn’t adequately recognize their wisdom and perspective. I’m grateful for their support when this project seemed like it would never be completed. I am, of course, eternally grateful to my wild and dynamic family members for their constant and unwavering support of my work, even though they had no idea what I was doing most of the time. I dedicate this dissertation to them in the hope that they know how grateful I am to have each one of them in my lives. I especially thank my Mom and Dad, who will go to any length to support my goals and ambitions. This is also true of my ‘in-laws’ who were equally supportive. I can barely see through the tears as I type my gratitude to my husband, Joey Kovalchik. There was never a time that my husband doubted my abilities as a student, a scholar, a professional, or a person. I could never thank him enough for his steady, patient, and enthusiastic support through what has been a remarkable chapter in our lives. As we prepare for what is next, I hope he knows that he can count on me to be his biggest champion, for it is the least I can do to show my gratitude. Finally, I am so grateful to my Great Danes, Apollo and Allegra, who lay by me for many long hours during this odyssey. There are no companions quite like our pets. They cheer us on in our larger pursuits, but beg us to remember that life’s greatest gifts are found in the small moments in between them. vii TABLE OF CONTENTS ABSTRACT…………………………………………....……..………………iii DEDICATION…………………………………………………………………v ACKNOWLEDGEMENTS……………………………………………………vi LIST OF TABLES…………………………………………..............……..…..xiv LIST OF FIGURES……………………………………………………………..xv CHAPTERS 1. INTRODUCTION…………………………………………………………………...1 Problem Statement and Proposed Solution…………………….……………….4 Organization of the Dissertation…………………………………………….….6 Video Games and Learning: Interest Across the Disciplines…………..7 As Old As the Games Themselves…………………………………….10 Minecraft: A Game World, Not Just a Game………………………….11 2. LITERATURE REVIEW Self-Determination Theory and Intrinsic Motivation………..…………..………15 Alternative Theories of Motivation ……………………….……………….……17 Drive theory: reducing anxiety…………………….…………………….18 Cognitive dissonance and flow theory……………….……………..……20 The Development of SDT and Rationale for its Use in this Project……………..21 Cognitive evaluation theory………………………………………….......22 Self-determination/autonomous choice………………………….......…..22 Empirical evidence for autonomy………………………….......………...23

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