2023
Vahlo, Jukka; Välisalo, Tanja; Tuuri, Kai
Informal Learning and Wellbeing Outcomes of Gameplay and Their Associations with Gameplay Motivation Journal Article
In: Frontiers in Psychology, vol. 14, 2023, ISSN: 1664-1078.
Abstract | Links | Tags: Gameplay motivation, Informal learning, Non-educational games, Self-determination, Wellbeing outcomes
@article{Vahlo2023,
title = {Informal Learning and Wellbeing Outcomes of Gameplay and Their Associations with Gameplay Motivation},
author = {Jukka Vahlo and Tanja Välisalo and Kai Tuuri},
url = {https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1176773},
doi = {10.3389/fpsyg.2023.1176773},
issn = {1664-1078},
year = {2023},
date = {2023-05-30},
urldate = {2023-05-30},
journal = {Frontiers in Psychology},
volume = {14},
abstract = {Educational functions of digital games are often seen only in the light of the serious and purposeful activities that aim for learning outcomes, in contrast with noneducational games that are designed for entertainment. The focus of this paper is in studying players’ learning outcomes from playing non-educational games, and how these relate to wellbeing outcomes of playing, and gaming motivation. The data for this study was collected via a survey (N = 1,202) in the United Kingdom and the United States. The survey respondents answered the question regarding what players perceive they have learnt by playing digital games. A generic datadriven qualitative content analysis of the responses to this question yielded 11 categories representing different types of game based learning outcomes. A consequent cluster analysis suggested three groups of informal game-based learning, which differed in their emphasis on (1) learning persistence, (2) learning practices and community, and (3) learning to perform. Our analyses indicated substantial connections between the learning outcomes and gameplay motives and gameplay activity preferences. Such connections point out how gameplay activity has an inherently close relationship with learning. Moreover, the results yielded significant association between learning outcomes, wellbeing measures, and eudaimonic motives to play digital games. These results indicate that playing games because gaming is aligned with players’ core values and need for selfrealization are clear precedents for both wellbeing and learning outcomes.},
keywords = {Gameplay motivation, Informal learning, Non-educational games, Self-determination, Wellbeing outcomes},
pubstate = {published},
tppubtype = {article}
}
Educational functions of digital games are often seen only in the light of the serious and purposeful activities that aim for learning outcomes, in contrast with noneducational games that are designed for entertainment. The focus of this paper is in studying players’ learning outcomes from playing non-educational games, and how these relate to wellbeing outcomes of playing, and gaming motivation. The data for this study was collected via a survey (N = 1,202) in the United Kingdom and the United States. The survey respondents answered the question regarding what players perceive they have learnt by playing digital games. A generic datadriven qualitative content analysis of the responses to this question yielded 11 categories representing different types of game based learning outcomes. A consequent cluster analysis suggested three groups of informal game-based learning, which differed in their emphasis on (1) learning persistence, (2) learning practices and community, and (3) learning to perform. Our analyses indicated substantial connections between the learning outcomes and gameplay motives and gameplay activity preferences. Such connections point out how gameplay activity has an inherently close relationship with learning. Moreover, the results yielded significant association between learning outcomes, wellbeing measures, and eudaimonic motives to play digital games. These results indicate that playing games because gaming is aligned with players’ core values and need for selfrealization are clear precedents for both wellbeing and learning outcomes.
2022
Välisalo, Tanja; Vahlo, Jukka; Tuuri, Kai
Player Perceptions of Informal Learning in Non-Educational Games Proceedings Article
In: Costa, Conceição; Luz, Filipe Costa; Fachada, Nuno (Ed.): Proceedings of the 16th European Conference on Games Based Learning, Academic Conferences International, 2022, ISSN: 2049-0992.
Abstract | Links | Tags: Gameplay motives, Gameplay preferences, Informal learning, Learner types, Learning outcomes, Non-educational games
@inproceedings{Välisalo2022d,
title = {Player Perceptions of Informal Learning in Non-Educational Games},
author = {Tanja Välisalo and Jukka Vahlo and Kai Tuuri},
editor = {Conceição Costa and Luz, Filipe Costa and Nuno Fachada},
url = {https://papers.academic-conferences.org/index.php/ecgbl/article/view/745
http://urn.fi/URN:NBN:fi:jyu-202210174884},
doi = {https://doi.org/10.34190/ecgbl.16.1.745},
issn = {2049-0992},
year = {2022},
date = {2022-10-07},
urldate = {2022-10-07},
booktitle = {Proceedings of the 16th European Conference on Games Based Learning},
issuetitle = {ECGBL 2022},
volume = {16},
number = {1},
publisher = {Academic Conferences International},
abstract = {The potential of non-educational games in learning is well-established, but there have been relatively few empirical studies attempting to explore the kinds of informal learning take place in non-educational games outside of formal education. Simultaneously, student motivation is known to have a connection to learning outcomes, but there is a lack of research on the relationship between gaming motivations and informal learning in games. This paper aims to fill the gap in research by, firstly, forming an empirically-based understanding of what players perceive they are learning from playing non-educational games, and secondly, exploring the potential connections of self-articulated learning outcomes with motivations to play games and preferences for gameplay activities. The research data was collected through an online survey panel. The respondents were asked to describe in open-text answers what they had learned by playing games, and their motives and gameplay activity preferences were measured using two psychometric instruments, Motives of the Autonomous Player, MAP (Vahlo and Tuuri, submitted) and the gameplay activity inventory GAIN (Vahlo et al, 2018). The open-text responses analysed using data-driven content analysis, which resulted in 11 main categories of learning outcomes. Cluster analysis of the main categories revealed three clusters indicating informal game-based learner types: (1) Learning perseverance, learning mainly related to coping skills and self-enhancement, (2) Learning practices and communalities, focusing on practical and interpersonal skills, and (3) Learning to perform, emphasising cognitive and sensori-motor competencies. Comparisons of the learning outcome clusters with motives and gameplay preferences revealed the learner types had distinct profiles which denote differences between learner types in the overall motivation to play games, in certain motivational factors, and in preferences of gameplay activities. Based on this analysis we suggest the existence of two distinct continuums, transfer of learning, and the situational dependence to gameplay activities, where these learner types are located.},
keywords = {Gameplay motives, Gameplay preferences, Informal learning, Learner types, Learning outcomes, Non-educational games},
pubstate = {published},
tppubtype = {inproceedings}
}
The potential of non-educational games in learning is well-established, but there have been relatively few empirical studies attempting to explore the kinds of informal learning take place in non-educational games outside of formal education. Simultaneously, student motivation is known to have a connection to learning outcomes, but there is a lack of research on the relationship between gaming motivations and informal learning in games. This paper aims to fill the gap in research by, firstly, forming an empirically-based understanding of what players perceive they are learning from playing non-educational games, and secondly, exploring the potential connections of self-articulated learning outcomes with motivations to play games and preferences for gameplay activities. The research data was collected through an online survey panel. The respondents were asked to describe in open-text answers what they had learned by playing games, and their motives and gameplay activity preferences were measured using two psychometric instruments, Motives of the Autonomous Player, MAP (Vahlo and Tuuri, submitted) and the gameplay activity inventory GAIN (Vahlo et al, 2018). The open-text responses analysed using data-driven content analysis, which resulted in 11 main categories of learning outcomes. Cluster analysis of the main categories revealed three clusters indicating informal game-based learner types: (1) Learning perseverance, learning mainly related to coping skills and self-enhancement, (2) Learning practices and communalities, focusing on practical and interpersonal skills, and (3) Learning to perform, emphasising cognitive and sensori-motor competencies. Comparisons of the learning outcome clusters with motives and gameplay preferences revealed the learner types had distinct profiles which denote differences between learner types in the overall motivation to play games, in certain motivational factors, and in preferences of gameplay activities. Based on this analysis we suggest the existence of two distinct continuums, transfer of learning, and the situational dependence to gameplay activities, where these learner types are located.