ABSTRACT Virtual reality (VR) and game-based learning strategies have rarely been investigated together with a keen focus on motivational processing. This lack of understanding on motivational support of VR game-based learning has hindered the design of such environments to effectively and efficiently support intended learning processes. The study revealed relationships between learners’ motivational processing and perceived game features in a VR learning environment for delivering introductory archaeology content to college students. The first part of the study adopted the complementary concurrent mixed-method design, which applied qualitative results to clarify quantitative findings to delineate motivational support perceived by 40 participants. The second part employed quantitative survey data only from the same sample to reveal perceived game features and relationships between motivational support and game features. Findings suggest that learners’ motivational processing was supported by the Confidence and Satisfaction components of the ARCS motivational design model. Additionally, not all motivational components were supported by perceived game features according to multiple regression analyses. The discussion of the findings is focused on in what areas and to what extent multimedia-rich VR elements might compete with game-based learning in the same learning environment for learners’ limited cognitive and behavioral learning capacities.

中文翻译：

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基于游戏的虚拟现实学习环境中的动机支持与游戏功能之间的关系，用于教授入门考古学

摘要很少对虚拟现实（VR）和基于游戏的学习策略进行研究，并且对激励处理的关注也很集中。对基于VR游戏的学习的动机支持缺乏了解，阻碍了此类环境的设计，以有效，高效地支持预期的学习过程。这项研究揭示了在VR学习环境中学习者的动机处理与感知游戏功能之间的关系，该环境用于向大学生提供考古学入门内容。研究的第一部分采用了互补的并行混合方法设计，该设计应用定性结果来阐明定量结果，以描述40名参与者所感知的动机支持。第二部分仅使用来自同一样本的定量调查数据来揭示感知的游戏功能以及动机支持与游戏功能之间的关系。研究结果表明，学习者的动机处理得到了ARCS动机设计模型的置信度和满意度的支持。此外，根据多元回归分析，并非所有动机要素都受到感知游戏功能的支持。研究结果的讨论着重于哪些领域以及在何种程度上，多媒体丰富的VR元素可以在相同的学习环境中与基于游戏的学习竞争，从而限制学习者有限的认知和行为学习能力。研究结果表明，学习者的动机处理得到了ARCS动机设计模型的置信度和满意度的支持。此外，根据多元回归分析，并非所有动机要素都受到感知游戏功能的支持。研究结果的讨论着重于哪些领域以及在何种程度上，多媒体丰富的VR元素可以在相同的学习环境中与基于游戏的学习竞争，从而限制学习者有限的认知和行为学习能力。研究结果表明，学习者的动机处理得到了ARCS动机设计模型的置信度和满意度的支持。此外，根据多元回归分析，并非所有动机要素都受到感知游戏功能的支持。研究结果的讨论着眼于哪些领域以及在何种程度上，多媒体丰富的VR元素可以在相同的学习环境中与基于游戏的学习竞争，从而限制学习者有限的认知和行为学习能力。