HAL will be down for maintenance from Friday, June 10 at 4pm through Monday, June 13 at 9am. More information
Skip to Main content Skip to Navigation
Journal articles

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

Abstract : Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: mastery-goal instructions, which prompt learners to develop skills or master new knowledge, and performance-goal instructions, which are frequently used in game environments and which encourage individuals to demonstrate their ability to succeed, particularly by surpassing others. Results showed that a mastery-goal instruction elicited deeper learning (as assessed with a transfer task) than a performance-goal instruction. No effect of instruction was observed on either learning (demonstration consultation) times at the start of the game or on training task (solving riddles) performances during it. These results are discussed in terms of learning processes. This study demonstrates that mastery goal-oriented instructions can promote active processing of educational content in a serious game environment.
Document type :
Journal articles
Complete list of metadata

Contributor : Laurence Leroux Connect in order to contact the contributor
Submitted on : Thursday, May 3, 2018 - 9:20:28 AM
Last modification on : Monday, December 13, 2021 - 12:10:02 PM



Séverine Erhel, Eric Jamet. The effects of goal-oriented instructions in digital game-based learning. Interactive Learning Environments, Taylor & Francis (Routledge), 2015, 24 (8), pp.1744 - 1757. ⟨10.1080/10494820.2015.1041409⟩. ⟨hal-01784126⟩



Record views