Introduction
Assessing the impact of games on student motivation is an interesting topic for many researchers. Many assumptions have been derived from this topic, but most findings document that games have a positive impact on student motivational levels (Üçgül, 2006). Studies investigating the influence of games on student motivational levels were focused on the impact games have on student cognitive performance. Cognitive performance is therefore identified to have an influence on student motivational levels. These findings are also affirmed in medical journals. In medicine, games are seen as a crucial part of our lives, and a pivotal part of sustaining good health. In reference to this fact, medical practitioners have encouraged people to take part in sports or games at regular intervals to improve their health. In schools, the same fact has also been encouraged, with schools administrators allocating at least an hour a day for games. One reason identified to motivate many educational instructors to include games in school curricula is because games are known to impart students with crucial life skills like leadership, discipline, trust, patience and similar qualities. For instance, since games are competitive in nature, players find it easy to embrace a loss. Also, since games are periodical and require players to undertake regular exercises, discipline is imparted to students. From this understanding, research studies affirm that, games play a crucial role in student character development. In addition, games are seen to be a source of entertainment to players and spectators. Moreover, students find games to be a source of refreshment, and a break from the daily routine in schools. Games are however seen to provide students with this effect because they are “attention seeking” activities. It is therefore difficult to think of other issues when playing games because players are very attentive to games. Collectively, these insights note that, games are important to students and people in general. However, this study focuses on the impact of games on student motivational levels.
There is no better way to conceptualize the importance of games to students than by referring to the age-old saying that, “All work and no play, makes Jack a Dull boy” (Üçgül, 2006, p. 4). In this regard, there is minimal chance that learning can be effectively undertaken if interim breaks are not provided. Jyoti (2011) says that, educating students through text books alone may not be as productive as educating students through theories, and backing the same skills in practical assignments. His definition of practical assignments referred to incorporating games in the school curriculum. His assumption of games was that, they provided students with a sense of interactive touch, which could ultimately be used to improve their cognitive skills and memorization ability.
Some researchers have made an inference that, since education is a destination, sports and games are the driving forces towards the attainment of educational goals (Jyoti, 2011). From this understanding, games are determined to have a profound impact on student’s motivational levels. More researchers are focusing their attention to such a relationship because it is important to sustain student morale, for academic or personal success.
Though student motivation is a complex issue, it is evidenced that games have a strong impact on student motivation. Teachers have identified that most learning activities are understood through high student motivation. Therefore, without motivation, it is impossible to realize high levels of student understanding (Rost, 2006). In fact, without motivation, the learning process is “dead”. In this regard, there is no learning element that can rival the importance of student motivation in enriching the learning experience. Rost (2006) explains that, motivation is a crucial element in the determination of student energy levels (when they undertake various activities), what encourages students to undertake certain learning activities, and how long the students are willing to sustain these activities. Moreover, he highlighted that, motivation dictates the strength of student bonds with these activities (Rost, 2006, p. 1).
Description of the Study
Considering the importance of student motivation in achieving the best learning and behavioral outcomes, this study seeks to determine the impact of using games on student motivation. To ascertain this relationship, the paper constitutes three chapters. The first chapter will discuss the theoretical knowledge of the topic, statement of the problem, significance of the study, research questions, delimitations of the study, limitations of the study, assumptions of the study, hypothesis of the study, definition of terms and a summary of the chapter. The second chapter encompasses the literature review of the study, and it discusses existing information regarding the research topic. The last chapter of the study discusses research methodology, introduction to the methodology, participants and procedures, research design, research instruments, research procedures, methods of analysis and a summary of the chapter.
Statement of the Problem
The concept of using games to improve learning and behavioral outcomes is a recent concept that is quickly gaining ground. Partly, the strategy is considered by most educationists because it is assumed that, today’s generation of students have different needs when compared to the older generation (Üçgül, 2006). Marc Prensky (cited in Üçgül, 2006) has affirmed this fact and developed a list of differences between old generation student needs and new generation student needs. One such distinction is that, new generation students are likely to quickly process information than the older generation. In the same manner, they can easily undertake parallel processing of information, faster than the older generation. Regardless of the fast information processing speed, educational instructors are still known to teach slowly, because it is a common teaching practice to teach in this manner, so that students easily understand what is taught (Üçgül, 2006). Students who are known to engage in a lot of games are also known to find the classroom environment very boring. In this regard, they are likely to exhibit varying motivational levels. Sometimes, such students disrupt the learning process because of their lack of concentration. Due to these prevailing factors, it is evidenced that, new generation students have adapted to a new way of learning but teachers are slow in responding to such changes.
Regardless of these intrigues, it is necessary to note that, imparting a “game culture” in the student learning curriculum to improve student motivational levels, is not an easy thing. This difficulty is realized because there is a mismatch between curriculum contents and game contents. Few researchers have explored the concept of understanding the impact games have on student motivation. In the same manner, few researchers know how the game culture can be strategically positioned in the student learning curriculum. From this understanding, there is a strong need to undertake more research studies to investigate the impact game contents have on student motivational levels.
Research Questions
- Do games have a significant impact on student motivational levels?
- Does gender have any significant bearing on the impact games have on student motivation?
- Does the type of game to be played by students have any significant impact on student motivational levels?
- Is there a significant difference in student motivational levels among the three groups of students sampled from three different schools?
Significance of the Study
Despite the common belief that games have a profound impact on student motivational levels, there is very little research to affirm this concept. This study seeks to determine this relationship by analyzing the motivational impact of student games on fourth-grade students from three schools. The first catalytic factor for students engaging in any educational activity either in or out of school emanates from motivation. Even if the best curriculum is introduced in schools, but students are not in the right frame of mind to learn, students would not understand what is taught. It is therefore, crucial for students to be highly motivated to get the best outcome from any learning curriculum. This study aims at determining the impact games have on the motivational level of students, if the students are subjected to regular games.
Delimitations of the study
Compared to other types of studies, this paper will not be limited to the type of game to be analyzed when determining student motivational levels. This fact means that, virtual games computer games and online games are assessed in the same manner real games, such as non-virtual basketball games or chess games will be treated. Secondly, this study will not be limited to one type of gender. Boys and girls are analyzed as equal participants; though their findings will be quantified differently besides joint analysis.
Limitations of the Study
The population sample to be studied will be limited to only three schools that will be sampled to explain the relationship between games and student motivation. Moreover, the population sampled will also be limited to fourth-grade students only meaning that, students from other grade levels cannot participate in the study. This limitation is bound to exclude any possibility of analyzing the impact games have on student motivation, across various grades. Thirdly, this study will be limited to a stipulated time of eight weeks where data sampling, data collection and data analysis processes should be completed. This stipulation will put a limit to the number of resources to be used in the research.
Assumptions of the study
It is difficult to complete this research and come up with conclusive findings if certain assumptions are not formulated. As a result, this study assumes that, the information given by the respondents will be of a truthful nature. Moreover, this study assumes that, the respondents to be sampled in the study will be knowledgeable on the questions asked. Data analysis techniques, such as statistical data analysis tools, will also be assumed to be correct and lacking any significant errors.
Hypothesis of the Study
Games have a positive impact on student motivational levels
Definition of Terms
- Motivation: In the context of this study, motivation is regarded as the student’s willingness or psyche to undertake a learning exercise (Motivation will be evaluated using the Instructional Materials Motivation study (IMMS).
- Games: Games encompass any physical or virtual organized games (computer or video games) with a mission and a structured framework to determine a winner. These types of exercises may be educational in nature, but often they are designed to provide a means of relaxation or entertainment to students.
Theoretical Position
The flow theory is used to explain motivation at various levels or stages. The flow theory refers to the complete immersion of personal efforts into an activity, such that other influencing factors (like ego and time) disappear (Kerner, 2009). In this context, people are completely immersed in their activities, such that all their energies and skills are directed towards this purpose. The flow theory is often synonymous to the “flow zone” which stands between the anxiety zone and the boredom zone. The diagram below explains this distinction.
Normally, if individuals are challenged to undertake an activity that is below their level of skill or expertise, they feel bored, and would rather use their time seeking more challenging activities (which are above their skill levels). If a challenge is deemed above an individual’s skill level, the individual develops anxiety. This explanation led Csikszentmihalyi (1996) to formulate eight characteristics of the flow theory. First, he explained that, the flow theory demanded a framework outlining clear goals and a clear feedback mechanism to report on the progress of accomplishing these goals. He further explained that, the flow theory defined the level of skill needed to accomplish various goals, the level of stimulation needed to undertake a given activity, the level of interest needed to accomplish a given task, the amount of control needed to succeed in a given task, the degree that the self-conscious mind plays in the accomplishment of given tasks and the role time plays in realizing an autotelic experience when undertaking various tasks (Csikszentmihalyi 1996, p. 4). The flow theory is applicable to the analysis of student motivation, based on the fact that, students can only be motivated by undertaking activities that are beyond their level of skill or expertise. This analysis can also explain why games affect student motivation, considering their competitive nature.
Keller also developed a motivational theory suggesting that motivation bears four elements: “attention, relevance, confidence and satisfaction” (Üçgül, 2006, p. 6). These motivational elements are encompassed into one model of an ARCS nature. This model is made up of the four components (mentioned above), which define student motivation on various levels. It also has a framework to improve student motivational levels and a design that can be coupled with other motivational frameworks to improve student performance (Üçgül, 2006, p. 6).
The first element in the motivational model is defined by “attention’, and is regarded as a prerequisite for any meaningful learning process to take place. However, it is also used to make the learning process more sustainable (Üçgül, 2006). The concept of “relevance” is manifested by the fact that, instructors always ask themselves how their learning activities are relevant to the learners’ needs. Confidence is also important in the ARCS model because it defines how instructors are able to build a positive environment for students to achieve a high level of success. This concept is also crucial to the learning process because it complements student skills (Üçgül, 2006, p. 4). Lastly, the model exemplifies the concept of satisfaction by elaborating how the learning process provides opportunities for students to practice what they have learnt (Üçgül, 2006).
The first chapter of this study explains the nature of the paper and gives a brief synopsis of what is to be expected in the study. The first chapter will discuss the theoretical knowledge of the topic, statement of the problem, significance of the study, research questions, delimitations of the study, limitations of the study, assumptions of the study, hypothesis of the study, definition of terms and a summary of the chapter. The second chapter encompasses the literature review of the study, and it discusses existing information regarding the research topic. The last chapter of the study discusses research methodology, introduction to the methodology, participants and procedures, research design, research instruments, research procedures, methods of analysis and a summary of the chapter. Though this chapter develops a hypothesis that, games have a positive impact on student motivational levels; it also identifies that, the findings of this study will be useful in the improvement of student attitudes towards learning (by determining if games can improve student motivational levels, or not).
Literature Review
The concept of student motivation is not perceived from one understanding. In this regard, there are many researchers with different definitions of the concept. Since motivation is intangible, the definitions are more clouded and difficult to comprehend. Since motivation cannot be touched or evaluated, its definition emanates from people’s perceptions and perceived impact on what students decide to do, or are driven to do, as a result of motivational influence. Tuzun (2004) defines motivation on various levels. First, he describes motivation as the element that instigates human behavior, or makes people rise up to do a given task. Secondly, he describes motivation as the unique element that gives people direction when they undertake a given activity. In association with this fact, motivation also characterizes human behavior when they undertake various tasks. Thirdly, he defined motivation as the facilitative element which makes people undertake a given task for long periods. Lastly, he defined motivation as the first element that makes people prefer a given task to another (Tuzun, 2004, p. 3). However, despite the ambiguities in definition, motivation is normally perceived as the justification or driving force for doing something. In the context of student learning, the concept of motivation is perceived from a learner point of view, and it refers to the willingness of students to participate in the learning process.
The concept of motivation was analyzed by various researchers including psychologists, sociologists, philosophers and the likes. They have developed several models to analyze the same concept. For example, Maslow developed “Maslow’s hierarchy of needs”, which explains that, people are animals whose first reason for undertaking various activities, is motivation (emanating from unsatisfied needs) (Üçgül, 2006). For instance, Maslow explained that, people are seldom motivated by fulfilled needs; instead, they are motivated by unsatisfied needs. These needs were explained in a hierarchical format, and it was determined that, people endeavor to satisfy lower-level needs before they satisfy higher needs. Maslow categorized these needs into five levels: physiological needs, safety needs, need to be loved, self-esteem needs and self actualization needs (Üçgül, 2006).
Physiological needs are often deemed to be at the bottom of the pyramid and they include needs such as, sleeping, eating, sex, and drinking (Üçgül, 2006). These needs are often perceived to be man’s basic needs, and the most powerful in the hierarchy of needs. Alternatively, it is deemed that, people cannot move to another level of need if they do not satisfy lower-level needs. People would therefore, strongly chase lower-level needs than any other need in the hierarchy of needs (Üçgül, 2006, p. 4). At the second level of need is the safety need where people strive to gain a sense of security of body, security of employment, security of resources, morality, family (and similar needs) (Üçgül, 2006). These needs are often perceived to be secondary to physiological needs and people are therefore motivated to pursue them once they satisfy lower-level needs. At the third level of Maslow’s hierarchy of needs is a sense of love and belonging, whereby if people have managed to satisfy physiological needs and safety needs, they often crave for the feeling of being loved. This can manifest in sexual intimacy, friendship, and a strong sense of family (Üçgül, 2006). At the fourth level of Maslow’s hierarchy of needs are self esteem needs which manifest in self-esteem, confidence, a sense of achievement, demanding respect from others (and similar needs) (Üçgül, 2006). Finally, the highest level of need in Maslow’s hierarchy of needs is the self-actualization need where basic factors such as money, fail to adequately motivate people. This feeling is often associated with elements of morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts and similar needs (Üçgül, 2006). The various levels of needs are very important in the understanding of student motivation and what inspires students to learn. Maslow explained that, whenever people satisfied a lower level of need, a higher level of need popped up. People therefore feel the need to satisfy it too. The following diagram explains this concept.
Thomas W. Malone and Mark R. Lepper have tried to demystify the concept of motivation by developing a taxonomy model that states that, motivation is “learning occurring in a situation where the most narrowly defined activity from which the learning occurs is done without any external reward or punishment” (Malone and Lepper, 1987, p. 229). They further stated that the taxonomy model perceives motivation on two fronts. The first front is individual motivation, and it is characterized by individualistic elements such as the willingness to undertake a given challenge, the curiosity to investigate a given issue, the control needed to direct a given task, or the dream that motivates a person to undertake a certain activity. The second front is characterized by interpersonal motivation, and it contains several relational aspects such as the willingness to challenge someone else, the design of various tasks to instill a sense of competition in an organization and the willingness to perfectly undertake a certain activity to receive recognition in the workplace (Malone and Lepper, 1987, p. 229).
Under individual motivation, if a challenge is perceived to be too difficult to achieve (or too easy to achieve), there will be minimal willingness to undertake the task. However, if a challenge is perceived to be realistic, but offering an uncertain level of goal attainment, an individual is likely to exhibit the highest form of willingness to undertake the task. Nevertheless, it is also affirmed that, if the highest show of willingness from an individual to undertake a given task is to be realized, the task should have a performance feedback mechanism.
Still under Thomas W. Malone and Mark R. Lepper’s taxonomy model, curiosity is deemed an important intrinsic value in learning because without curiosity, people cannot learn. Moreover, curiosity has to be maintained at high levels (optimum levels) if learning has to occur. In this regard, learning has to be maintained at an average level where it should not be perceived as too difficult (or simple), so that the highest level of curiosity can be attained, and effective learning accomplished. Curiosity is characterized by both cognitive and sensory curiosity whereby the motivation of the five human senses constitutes sensory curiosity. However, cognitive curiosity occurs if a student feels his knowledge base is inconsistent with the real world, or is incomplete.
Another intrinsic value in motivation is the control factor, which is advanced as the reason games have a profound impact on motivational levels. Games give the players a sense of control. Control is also advanced to give students a high sense of motivation. Apart from individual motivational factors, the taxonomy model is used to explain interpersonal motivational factors because other people also have an impact on a student’s motivational level. Some common types of interpersonal motivational factors include concepts of competition, recognition and cooperation (even though these elements provide negative and positive impacts on human behavior) (Malone and Lepper, 1987, p.229). However, these factors can be categorized as either indigenous or exogenous forms of motivation, where an exogenous form of motivation occur if scores are given to a collective group of students (as opposed to a single student), and an endogenous form of communication occurs if scores are given to students, based on individualistic works. Another form of endogenous motivation occurs if people recognize one’s efforts.
The above motivational factors, the concept of using games to improve student motivational level is a relatively new concept that is currently applied in most organizational settings. Kasvi (2000) explains that, games normally involve two or more players, and they are characterized by a sense of accomplishment, limitation towards the accomplishment of certain goals, and the consequences involved if these limitations are breached. In this regard, he acknowledges that, games are a product of clearly designed rules, which do not occur in the natural environment. These rules have made games to be competitive in nature (even if the competition occurs with oneself). However, the use of games in educational activities is derived from the fact that, games are interactive, competitive, safe and representative (Kasvi, 2000, p. 2). Virtual games were compared to physical, real-life games, based on the fact that virtual games only represent the real world context (in a computer or any other virtual environment).
The relationship between the two types of games is strikingly similar, in the sense that they possess a sense of battleship and relationship between the players. For example, a game of chess pits one player against another, where the goals of one player (winning) are normally frustrated by another player (eventually, it becomes an engaging contest). A sense of conflict is normally evidenced between the two opponents and it is almost impossible to avoid this element in any type of game. However, in collective games (where there are two teams); teamwork is also evidenced. The element of safety is also often realized between two opposing teams or persons because in any given contest, there is a possibility of danger, and danger often equates to physical harm (in some instances).
However, games are structured in a manner that, such forms of insecurity is lived in an environment of rules and regulations, where players can contest in a regulated environment. Moreover, virtual games provide the players with an easy means to live reality. In the educational setting, various types of games were used to motivate students, and they include: board games, card games, athletic games, children’s games and computer games. Within the same category of games, there exist various subcategories of games including adventure games, fighting games, puzzle games, role playing games, simulation games, sports games, and strategy games (Üçgül, 2006).
People were evidenced to play games for several reasons. A recent study in America reported that, several students engaged in games because it was “pleasant”. Secondly, students said that, they played games because it was “exciting”. The third reason identified for playing games was because games were “challenging” (these reasons ranked 36%, 34% and 45% respectively (Üçgül, 2006). Certain research studies propose that, people play games to relieve everyday stress. Other research studies have thrown more emphasis on the importance of games in student lives because of their high levels of involvement (Üçgül, 2006).
Games and learning have a close relationship with one another, based on the fact that, games provide learners with an opportunity to choose the level of difficulty to play (in a virtual environment), and games provide students with a choice of the type of game to play. Recent research studies show that games increase the level of student intelligence, with facts on the ground suggesting that students who participate in games are twice as likely to go to college, as opposed to those who are not (Üçgül, 2006). Though these findings are recent, research studies done to investigate the impact of games on student motivation were based on past findings (with current researchers focusing on the impact computer games have on student motivational levels). Malone (1980) sought to investigate why students often found computer games very interesting in their daily lives and categorized computer games as bearing four qualities: challenge, fantasy, control and curiosity. These qualities kept children at the edge of their seats whenever they played such games. Further studies were done to investigate the impact online games had on students, through an online game titled, “Quest Atlantis” (where students answered educational questions to save a victim in the game). It was determined that, online games had 13 elements, which were crucial in understanding the relationship between games and student motivation.
These elements showed that, games were representative in nature (because players could assume a different identity from their own); games were interactive in nature; games were a source of fun; some games were education in nature; games gave players an opportunity to exercise control and ownership; games were a means to live a fantasy; games had immersive content; games were mysterious in nature; games demanded high creativity from players; games made players realize a sense of achievement; games were rewarding; different games were unique; and several games were designed to offer contextual support to the players (Tuzun, 2004, p. 13).
Since games have these qualities, many educational instructors are motivated to consider involving online games as part of a complementary process to support learning activities. Proponents of this new educational tool have often cited the multi-sensory rendering environment that games provide their users and how games can improve students’ attention and student motivational levels (Üçgül, 2006). Many proponents of the concept have also applauded the ability of games to provide a platform for students to practice what they learn in a virtual (or otherwise) environment. Regardless of these insights, it is important to determine that, the first reason educators have focused their interest on games is because it grips the attention of the students (by deeply engaging the users) and boosting student motivation.
From this point of view, it is essential to acknowledge that, most researchers have determined that, games have a positive impact on student motivational levels. This positive impact is especially reinforced by the fact that, students gain strong cognitive skills because games are designed to assist players achieve certain goals (and such goals can only be achieved through strategy). Such types of strategies entail paying a lot of attention to the games, practicing self evaluation (among other strategic skills). This is the reason voiced for the difference in levels of cognitive understanding between the generation of students born in the game-era and those born before the game-era.
Kirriemur and McFarlane (2004) note that, games were included in most school curriculums because of their motivational power and their ability to enable students develop a positive attitude towards learning (especially, the ability of games to provide students with an opportunity to learn, because undertaking a given activity is an invaluable tool for learning). Recent research studies done by Garris, Ahlers, and Driskell (2002) explain that, the reason for the renewed interest in the inclusion of games in student learning processes is because of the change in teaching methodology, from a teacher-centered approach to a student-centered approach (Üçgül, 2006). There are more research studies suggesting that, games have the capability of simplifying complex learning studies, thereby encouraging students to undertake more challenging tasks in the classroom environment. This advantage is noted with the increased participation of adults and young learners in undertaking computer games (Garris, Ahlers, and Driskell, 2002, p.441).
Alessi and Trollip (2001) however highlight the importance of games in encouraging students to undertake more challenges in their learning environment. Other researchers have leveled the outcome of game involvement by stating that, games enrich students’ experience when it comes to simulation of tasks, widening of knowledge and improving individual skills (Alessi and Trollip, 2001).
In an academic environment, games are used to enrich student knowledge base, especially regarding what is taught; thereby bridging the gap between classroom concepts and real-life concepts (and coming up with new relationships with learnt concepts or ideas from the classroom). Since games are identified to serve students with the above functions, several researchers have come up with a blueprint for the development of good games. For instance, they have noted that, success should be based on a player’s knowledge and skill (as opposed to a player’s luck); games should address important concepts and not trivia. Games should also not be designed in a very complex manner, such that they fail to capture players’ interests (Üçgül, 2006).
According to McFarlane (2004), many games do not meet the above criteria. In the same manner, many educationists find it difficult to implement game-integrated curricula in the current school setting. Part of the reasons identified for the poor standards of games in schools is because most games are too simplistic and fail to motivate students, different game tasks are often repetitive in nature and students eventually lack interest in them (thereby failing to impact their motivational levels), most game tasks are poorly designed, such that progressive development in student learning is seldom realized, there is a limitation to the number of activities students or players can take in a given game, and most academic games fail to hide the fact that they are aimed at improving student learning (they should therefore be designed in a manner that seems fun, as opposed to a task) (Üçgül, 2006). The challenges realized in implementing game-integrated curricula stem from technical considerations, but the most profound challenge stems from the disconnection between various games and different school curricula.
Research Design
The aim of this research study is to determine the impact of games on student motivation. Student motivation will be quantified, based on the Instructional Materials Motivation Study (IMMS). The instructional materials motivation study is designed to resemble the Likert scale, and it contains scores of one to five, where “one” is wrong and “five” is true (the scale is also designed to accommodate 36 items, where the minimum score is 36 items and the maximum score is 180 items) (Üçgül, 2006). There are five scales in the instrument, and four of the scales are ARCS components symbolizing different elements of motivation including attention, relevance, confidence, and satisfaction (Üçgül, 2006, p. 7). This measurement criterion will be used to evaluate various motivational factors including student attention, student satisfaction, student confidence, and student average motivation (in totality). The population sample for this study will be categorized into three groups, with each group coming from a different school. All the participants will be fourth-grade students.
This paper will also incorporate a mixed research design. A qualitative and quantitative research data will therefore be used, with the former being the precursor to the latter. Qualitative research will therefore be used to come up with different ideas or perceptions about the research topic, and these insights will be used to ascertain the hypothesis. Due to this reason, qualitative research design will be incorporated with interviews, study designs and case studies (to expand the scope and findings of the research to a bigger scope). In this regard, elements regarding motivation and games will be analyzed using the qualitative research design, and afterwards, the most important elements influencing the relationship between games and student motivation will be analyzed using the quantitative research design. The use of a hybrid research design will therefore save a lot of time and similar resources in coming up with the correct findings.
Research Instruments
Research instruments of this study will be used to determine different characteristics observed when analyzing the impact of games on student motivation. In the context of this study, data will be collected from the academic performance of the sample population group and their levels of motivation. Students will be analyzed in two levels: before they engaged in games, and after they engaged in games. Data regarding student motivational levels will be collected using a secondary method of data collection, which will be student results or past performance.
Data regarding student motivational levels will be assessed by analyzing students’ willingness to undertake challenging activities. Student learning attitude will therefore be the first indicator of assessing student performance, and it will be rated on a scale of one to five, where positive student attitude will be rated five and extremely poor student attitudes will be rated one. The level of student participation in the classroom setup will also be a reliable indicator for student motivational levels because increased class participation would mean an increased level of student motivation, and a decreased level of class performance would imply low levels of motivation are experienced by the students. Teachers and instructors will be interviewed to explain the level of student participation.
Data will be primarily collected from the results of student activities after undertaking several games, before the data collection. Students’ performance in academic activities and general intelligence tests will therefore be assessed after comparing such results with previous student performances in the same parameters. This section entails the secondary collection of data. The first data collection tools will be Interviews that are designed to assess student views regarding games, and the impact games have on their motivational levels. The interviews will also be used to assess student participation in the classroom context (from the teacher point of view). The interviews will be done through a structured questionnaire for every student, and powerful motivational aspects will be developed to assess student motivational levels.
Participants and Research Procedure
This research will be based on the analysis of the motivational levels of fourth-grade students after they are subjected through several weeks of games exercises. One group of the students will be required to undertake virtual games after every session of learning, for at least a hour a day, and the other group will be required to undertake physical exercises (sports) involving whatever games they are interested in (for example football, basketball or any other type of game). The research will be done in a period of eight weeks, and it will be undertaken without the knowledge of the students. After the completion of the research duration, students’ performances will be compared with their previous performances to evaluate if there is any change in academic performance for the population sampled. It is necessary to note that, the students sampled will come from a group of students known to avoid taking part in games (initially). This analysis is crucial because their levels of motivation will be pivotal in the comparison of student performance, before and after participating in the games. The sample population group will be ten students from three schools, totaling to 30 students as the recommended sample population. The population group will be a mix of boys and girls, with both genders participating in equal numbers. Each gender will be allocated equal numbers, so that, if there is any difference in gender motivations because of student participation, it can be easily noted. Moreover, there needs to be a balance in the type of games to be included in the study because different genders are known to appeal to different games.
Data Analysis
Since the research data to be included in this study will be of a statistical nature (academic performance data), graphs will be used to tabulate student performance, with a strong emphasis on the time difference between when the students did not participate in games and when they did. The data analysis method will also be undertaken within the context of a confirmatory framework because a hypothesis that, games have a positive impact on student motivational levels will be ascertained. A cross-validation test analysis will also be undertaken to determine if the data to be collected can be generalized across various student population groups (Maindonald, 2010, p. 153). For instance, the purpose of subdividing the population groups into boy and girl groups, and subdividing the type of games into virtual and non-virtual games is to determine if the results obtained can be generalized across these populations and game groups. The Bonferri correlation statistical tool will be used to correct any problem that may be evidenced as a result of using qualitative and quantitative data analysis methods in the same research. The main criterion for the use of the Bonferri correction tool is that, if certain parameters are singled out in the qualitative assessment of data, they can still be tested again in a second stage of study that is meant to assess each element. It will be in the format 1/n (Roozeboom, 2007, p. 48).
Conclusion
This chapter notes that, the methodology for this study will be based on the qualitative and quantitative forms of data analysis. The research will be based on the analysis of the motivational levels of fourth-grade students, after they are subjected through several weeks of game exercises. One group of the students will be required to undertake virtual games after every session of learning, for at least a hour a day, and the other group will be required to undertake physical exercises (sports) involving whatever games they are interested in (for example football, basketball or any other type of game). Data will be collected by assessing student academic performance and participation levels through interviews and assessing student academic records as a secondary method of data collection. The student records will be obtained from academic data, and interviews will be done on students and teachers. The population sampled will be comprised of 30 students hailing from three schools and subdivided across gender lines. The students will be fourth graders coming from any gender. The types of games the students will be subjected to; will be virtual and real games, whereby each student will be allowed to choose whichever game they want. Data will be analyzed through graphs and statistical techniques, to determine the finding’s reliability and generalizability.
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