A Pac-Man theory of motivation (Bowman, 1982)

Bowman, R. F. (1982). A Pac-Man theory of motivation. Tactical implications for classroom instruction. Educational Technology, 22(9), 14–17. In this article, Bowman discusses the intrinsic, extrinsic and “means-ends” motivational supports of video games and arcades, using Pac-Man as an example. Interviews with “arcadians” formed the basis of many of Bowman’s conclusions.

Using heuristics to evaluate the playability of games (Desurvire, Caplan, & Toth, 2004)

Desurvire, H., Caplan, M., & Toth, J.A. (2004). Using heuristics to evaluate the playability of games. In Extended Abstracts of the 2004 Conference on Human Factors in Computing Systems. ACM Press, New York, 1509-1512. The authors present a set of design heuristics specific to the evaluation of videogames. The usefulness of these heuristics was examined by comparing … Continue reading

Exploring the Relationship between Calibration and Self-Regulated Learning (Stone, 2000)

Stone, N. J. (2000). Exploring the Relationship between Calibration and Self-Regulated Learning. Educational Psychology Review, 12 (4): 437-475. Individual characteristics, self-testing, and feedback are common components of both calibration and self-regulated learning; however, the specific aspects of these components often differ. This article discusses what is known concerning each component in both the calibration and … Continue reading

The instructional effect of feedback in test-like events (Bangert-Drowns, et al., 1991)

Bangert-Drowns, R.L., Kulik, C.-C, Kulik, J.A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213-238. The authors performed a meta-analysis reviewing 58 effect sizes from 40 reports. Feedback effects were found to vary with control for presearch availability, type of feedback, use of pretests, and type … Continue reading

Feedback and Self-Regulated Learning: A Theoretical Synthesis (Butler & Winne, 1995)

Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245 -281. doi:10.3102/00346543065003245 This article provides an analysis of cognitive processes involved in self-regulation and reviews several interesting areas of research, including affect and its relation to persistence during self-regulation; the role of self-generated feedback … Continue reading

The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory (Kluger & DeNisi, 1996)

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. Goals of the paper: To document both the evidence for inconsistent FI effects and the disregard for these data from the onset of FI research. To … Continue reading

Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia (Moreno, 2004)

Moreno, R. (2004). Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia. Instructional Science, 32(1), 99-113. This paper investigated the guided feedback hypothesis, which states that in discovery learning environments, explanatory feedback (EF) is superior to corrective feedback (CF) in guiding novice learners. Two experiments, conducted with a botany … Continue reading

Focus on Formative Feedback (Shute, 2008)

Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153 -189. doi:10.3102/0034654307313795 In this comprehensive review of the current literature on feedback, Shute organizes decades of work into major areas of consensus and controversy. Ultimately, Shute calls for an expanded view of feedback whereby situational and individual characteristics of the instructional … Continue reading

Motivation in the classroom (Skinner & Belmont, 1993)

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. In the current study, the authors empirically examined the effects of teacher behavior on student engagement over the course of a school year. Of special … Continue reading

Characteristics of the rewarder and intrinsic motivation of the rewardee (Deci et al., 1981)

Deci, E. L., Nezlek, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40(1), 1-10. Most of the studies on the effects of rewards and constraints have indicated that rewards decrease intrinsic motivation. However, many activities for which intrinsic motivation seems desirable occur … Continue reading