Abstract Game-based learning environments (GBLEs) are increasingly present in school settings, primarily because they have been associated with improved academic and motivational outcomes. However, recent research found that GBLEs were no more motivational than conventional instructional methods. Yet, the disproportionate use of self-report measures may not be accurately representing children's motivation in these contexts. For this reason, this study sought to compare fifth-grade children's motivational self-reports with trace measures in their ability to predict both performance and content learning in Crystal Island - Uncharted Discovery, a science-based GBLE. Self-report measures included achievement goals and situational interest; and, trace data included two measures of in-game engagement and one measure of disengagement behaviors. Results revealed that self-reported achievement goals and interest failed to significantly predict off-task behavior and accounted for only 3% and 5% of the variance, respectively, in predicting the two measures of in-game engagement. Most importantly, self-reported achievement goals and interest were not as effective as in-game trace behaviors in predicting performance and science content learning. Findings reinforce the importance of identifying and utilizing trace measures that represent indicators of performance and learning, while also considering the limitations of using self-report measures with children in GBLEs.

中文翻译：

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跟踪数据和动机自我报告在基于游戏的学习环境中的影响

摘要 基于游戏的学习环境 (GBLE) 越来越多地出现在学校环境中，主要是因为它们与改善的学业和激励成果有关。然而，最近的研究发现 GBLE 并不比传统的教学方法更有动力。然而，在这些情况下，不成比例地使用自我报告措施可能无法准确代表儿童的动机。出于这个原因，本研究试图将五年级儿童的动机自我报告与他们预测水晶岛 - 未知探索，一个基于科学的 GBLE 的表现和内容学习的能力的跟踪测量进行比较。自我报告措施包括成就目标和情境兴趣；并且，跟踪数据包括两种游戏参与度和一种脱离行为的度量。结果显示，自我报告的成就目标和兴趣未能显着预测任务外行为，并且在预测两种游戏参与度指标时分别仅占方差的 3% 和 5%。最重要的是，自我报告的成就目标和兴趣在预测表现和科学内容学习方面不如游戏中的追踪行为有效。研究结果强调了识别和利用代表表现和学习指标的跟踪测量的重要性，同时还考虑了对 GBLE 中的儿童使用自我报告测量的局限性。预测游戏中参与度的两种衡量标准。最重要的是，自我报告的成就目标和兴趣在预测表现和科学内容学习方面不如游戏中的追踪行为有效。研究结果强调了识别和利用代表表现和学习指标的跟踪测量的重要性，同时还考虑了对 GBLE 中的儿童使用自我报告测量的局限性。预测游戏中参与度的两种衡量标准。最重要的是，自我报告的成就目标和兴趣在预测表现和科学内容学习方面不如游戏中的追踪行为有效。研究结果强调了识别和利用代表表现和学习指标的跟踪测量的重要性，同时还考虑了对 GBLE 中的儿童使用自我报告测量的局限性。