Game-based training research has produced various definitions and measures for learner motivation. Inconsistent findings on learner motivation may have contributed to the misapplication of one type of motivation to explain another; inhibiting future research and generating false implications. This study compared 172 students in game-based or computer-based training learning French. Results showed unique relationships between three measures of learner motivation (i.e. motivation to learn, intrinsic motivation and engagement). Motivation to learn did not differ between conditions, while intrinsic motivation and engagement did. A significant portion of the variance in content reactions was explained by all three measures of motivation, while variance for technology reactions was explained only by the motivation to learn and engagement. None of the measures for motivation accounted for significant variance in declarative or procedural knowledge. Results indicate key differences in three measures of motivation.

中文翻译：

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在基于视频游戏的培训中定义动机：探索动机措施之间的差异

基于游戏的培训研究已经产生了各种学习动机的定义和测量方法。对学习者动机的不一致发现可能导致误用一种动机来解释另一种动机；抑制未来的研究并产生错误的影响。这项研究比较了 172 名在基于游戏或基于计算机的培训中学习法语的学生。结果表明，学习者动机的三个衡量指标（即学习动机、内在动机和参与度）之间存在独特的关系。学习动机在不同条件下没有差异，而内在动机和参与度则不同。内容反应的很大一部分差异可以通过所有三种动机测量来解释，而技术反应的差异仅可以通过学习和参与的动机来解释。没有一项动机措施可以解释陈述性或程序性知识的显着差异。结果表明三个动机措施的关键差异。