The effects of peer competition-based science learning game on secondary students’ performance, achievement goals, and perceived ability

References

• Ames, C. (1992). Classrooms goals structures and student motivation. Journal of Educational Psychology, 84, 261–271. doi: 10.1037/0022-0663.84.3.261
   Web of Science ®Google Scholar
• Ames, C., & Archer, J. (1988). Achievement goals in the classroom students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267. doi: 10.1037/0022-0663.80.3.260
   Web of Science ®Google Scholar
• Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., … Riberio, C. (2015). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education. doi:10.1016/j.compedu.2015.11.003
   Web of Science ®Google Scholar
• Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.
   Google Scholar
• Cagiltay, N. E., Ozcelik, E., & Ozcelik, N. S. (2015). The effect of competition on learning in games. Computers & Education, 87, 35–41. doi: 10.1016/j.compedu.2015.04.001
   Web of Science ®Google Scholar
• Chen, C.-H., & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, 1201–1212. doi: 10.1016/j.chb.2015.03.010
   Web of Science ®Google Scholar
• Chen, C.-H., Wang, K. C., & Lin, Y. S. (2015). The comparison of solitary and collaborative modes of game-based learning on students’ science learning and motivation. Educational Technology and Society, 18(2), 237–248.
   Web of Science ®Google Scholar
• Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54. doi: 10.1037/0022-0663.93.1.43
   Web of Science ®Google Scholar
• Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. doi: 10.1037/0033-295X.95.2.256
   Web of Science ®Google Scholar
• Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. doi: 10.1037/0022-3514.70.3.461
   Web of Science ®Google Scholar
• Greene, B. A., & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181–192. doi:10.1006/ceps.1996.0015
   Web of Science ®Google Scholar
• Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462–482. doi: 10.1016/j.cedpsych.2004.01.006
   Web of Science ®Google Scholar
• Harackiewicz, J., Barron, K., & Elliot, A. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1–21. doi: 10.1207/s15326985ep3301_1
   Web of Science ®Google Scholar
• Hardre, P., Chen, C.-H., Huang, S.-H., Chiang, C.-T., Jen, F.-L., & Warden, L. (2006). Factors affecting high school students’ academic motivation in Taiwan. Asia Pacific Journal of Education, 26(2), 189–207. doi: 10.1080/02188790600937326
   Google Scholar
• Hwang, G. J., & Chang, S. C. (2015). Effects of a peer competition-based mobile learning approach on students’ affective domain exhibition in social studies courses. British Journal of Educational Technology. doi:10.1111/bjet.12303
   PubMed Web of Science ®Google Scholar
• Hwang, G. J., Wu, P.-H., & Chen, C.-C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59, 1246–1256. doi: 10.1016/j.compedu.2012.05.009
   Web of Science ®Google Scholar
• Ku, H. Y., Pan, C. C., Tsai, M. H., Tao, Y., & Cornell, R. A. (2004). The impact of instructional technology interventions on Asian pedagogy. Educational Technology Research and Developmental, 52(1), 88–92. doi: 10.1007/BF02504776
   Web of Science ®Google Scholar
• Meeee, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its consequences for young adolescents’ course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60–70. doi: 10.1037/0022-0663.82.1.60
   Web of Science ®Google Scholar
• Michinov, N., Michinov, E., & Toczek-Capelle, M.-C. (2004). Social identity, group processes, and performance in synchronous computer-mediated communication. Group Dynamics: Theory, Research, and Practice, 8(1), 27–39. doi: 10.1037/1089-2699.8.1.27
   Web of Science ®Google Scholar
• Midgley, C., Kaplan, A., & Middleton, M. J. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77–86. doi: 10.1037/0022-0663.93.1.77
   Web of Science ®Google Scholar
• Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21(4), 388–422. doi: 10.1006/ceps.1996.0028
   PubMed Web of Science ®Google Scholar
• Prensky, M. (2001). Digital game-based learning. New York, NY: McGraw-Hill.
   Google Scholar
• Salili, F., & Lai, M. K. (2003). Learning and motivation of Chinese students in Hong Kong: A longitudinal study of contextual influences on students’ achievement orientation and performance. Psychology in the Schools, 40(1), 51–70. doi: 10.1002/pits.10069
   Web of Science ®Google Scholar
• ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers and Education, 89, 42–52. doi: 10.1016/j.compedu.2015.08.010
   Web of Science ®Google Scholar
• Tüzün, H., Yilmaz-Soylu, M., Karakus, T., Inal, Y., & KizIlkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68–77. doi:10.1016/j.compedu.2008.06.008
   Web of Science ®Google Scholar
• van der Meij, H., Albers, E., & Leemkuil, H. (2011). Learning from games: Does collaboration help? British Journal of Educational Technology, 42(4), 655–664. doi: 10.1111/j.1467-8535.2010.01067.x
   Web of Science ®Google Scholar
• Vandercruysse, S., Vandewaetere, M., Cornillie, F., & Clarebout, G. (2013). Competition and students’ perceptions in a game-based language learning environment. Educational Technology Research and Development, 61(6), 927–950. doi:10.1007/s11423-013-9314-5
   Web of Science ®Google Scholar
• Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy supportive contexts. Journal of Personality and Social Psychology, 87, 246–260. doi: 10.1037/0022-3514.87.2.246
   PubMed Web of Science ®Google Scholar
• Williams, R. B., & Clippinger, C. A. (2002). Aggression, competition and computer games: Computer and human opponents. Computers in Human Behavior, 18(5), 495–506. doi: 10.1016/S0747-5632(02)00009-2
   Web of Science ®Google Scholar
• Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., … Yukhymenko, M. (2012). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 61–89. doi: 10.3102/0034654312436980
   Web of Science ®Google Scholar
• Zhang, K., Peng, S., & Hung, J. (2009). Online collaborative learning in a project-based learning environment in Taiwan: A case study on undergraduate students’ perspectives. Educational Media International, 46(2), 123–135. doi: 10.1080/09523980902933425
   Google Scholar