Browsing by Subject "Bingel"

The purpose of this study was to find out what perceptions and experiences a classroom teacher and his/hers students have about the impact of playing a digital learning game Bingel on student motivation. Previous studies have shown inconsistent results on the impact of digital learning games on student motivation. Various studies have shown that digital learning games either improve student motivation (eg. Tüzün, Yılmaz-Soylu, Karakuş, İnal and Kızılkaya, 2009) or student motivation increases momentarily but soon returns to the same level as it was with traditional teaching methods (eg. Jaatinen, 2016). The purpose of the study is to describe the elements of motivation that the classroom teacher and his/hers students highlight in their interviews about the digital learning game Bingel. The study is a qualitative case study conducted by interviewing fifth-grade students and a classroom teacher from one primary school in the Helsinki metropolitan area. The interviews were conducted as a semi-structured theme interview with six students and one classroom teacher. The class had been using the digital learning game Bingel regularly for over four years in math studies. The interviews were transcribed and the material was analyzed using theory-guided content analysis method. Analysis of this thesis was guided by three well-known motivation theories: The self determination theory by Ryan and Deci (2002), expec-tancy-value theory by Eccles and Wigfield (2002) and the academic emotion theory by Pekrun, Goetz, Titz and Perry (2002). In their interviews, students highlighted the following elements in Bingel that influence their motivation: the game's point and reward system, experiences of autonomy and competence, the interest-enjoyment value, utility value and the costs of playing Bingel, and positive and negative academic emotions. The classroom teacher interview also highlighted all of the above elements except the experiences of autonomy. The Bingel learning game seems to satisfy many motivational elements in the areas of the self determination theory, expectancy-value theory and theory of academic emotions. In addition, Bingel's point and reward system seems to provide student motivation.