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"The effects of goal-oriented instructions in digital game-based learning" Scholarly Criti

In this article, "The effects of goal-oriented instructions in digital game-based learning", the authors sought to determine if instructions based on certain goal criteria (performance goals or mastery goals) resulted in different types of learning and the depth of learning achieved. They based their hypothesis on several other studies that found a connection between "surface knowledge" and performance goals, and deeper-processing and "mastery" based goals.

The authors developed an ECG (educational computer game) that was meant to test French speaking undergrads on their English "perfect present" grammar. They self-rated themselves in the beginning, and took an exit test upon completion of the game. The groups differed only in the type of instruction they received on how to complete or "win" the game. One group was instructed to achieve the "mastery" goal, that is, knowing as much about the English Perfect Present as they could, while the other was instructed to simply "get the highest score in the fastest time possible" while beating other players. The results were incredibly interesting, and mimicked what the authors had already discovered. The authors found that those students who were given the mastery goal did better on their exit test than those who were given the "performance" goal. It was theorized that the master students spent more time learning from their mistakes and working to achieve deeper knowledge on the subject area. The performance students worked quickly, but had a much more cursory examination of the game, and did not score as well in the exit test. The authors determined that something as simple as instructions in computer games could result in different "learning" styles being triggered in their learners.

The article points out the limitations as lack of additional information, that is, eye-tracking that could help them strengthen their theory that master learners took more time and thought deeper about the content being presented. A limitation in learning I saw was their sample sizes, which only included 5 men, in addition to 42 women. There is no guarantee that their findings would be different, but I think a more even sample size could have been effective.

I find this article especially interesting, because I did not realize that game-design, even something as seemingly simple as instruction type, would have such an effect on learning styles and what is being learned, processed, and retained. Examining my own gameplay, I realize that certain games do instill a sense of "hurry" or "high-score" seeking, which according to the data presented, means that less learning (at least deep, cognitive learning) is taking place. It is the role of game designers, then, to weight the benefits of high-score, performance-seeking games with deeper, more mastery-seeking strategies. It reminds me most particularly of a game I played when I was young; the "I-SPY Spooky Mansion", that required a very slow, methodical search of the in-game content to find all the missing items, as well as decode the riddles and escape the mansion. I remember it very clearly, and I wonder if this in particular was because I was using "mastery" type goal orientation, and not performance. (Consequently, this was another game I was terrified of!) Goal-orientated instructions is certainly something I will think about more as I choose games for my own students to play.

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