Abstract:

Evidences in academic literature suggest that educational video games (EVG) increase students’ motivation to learn. However, there is little research based on empirical data that supports this belief. Especially empirical research comparing the effects on students’ motivation of different instruction materials is scarce. Aiming to fill this research gap, this study’s main goal is to use an experimental design in order to compare the effects of three different instruction materials (pen and paper instruction, audiovisual instruction, and educational video game instruction) on students’ motivation when learning English vocabulary. Using Keller’s ARCS motivational framework this study’s main results suggest that there are no significant statistical differences among the analyzed instruction materials regarding students’ perceived attention, perceived relevance of instruction materials, confidence, and satisfaction. These findings challenge some commonly accepted assumptions about the effects of educational video games on motivation pointing out that the effects of EVG cannot be taken for granted. Managerial implications of these findings are discussed in order to help teachers willing to effectively use EVG as instruction materials. Limitations of the study and future research lines are also addressed.

Keywords:

Educational video games, motivation, ARCS, effectiveness, experimental design.