Browsing by Author "Bergstrand, Sandra"

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Rewards to illuminate digital learning Young learners responses to virtual currency in a game-based e-Environment.
(2025-08-20) Bergstrand, Sandra; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
Purpose: This thesis aims to study the motivational function of a reward feature in a mathematical game based learning application, by investigating how young children respond to the reward mechanism in a specific learning situation. In an informal context the intended motivational designs in a learning game have significant responsibility to facilitate continuous playing and thus learning. This thesis focuses on the intended design of the reward features and how these align with children’s perceptions and level of engagement. Theory: Several theoretical principles were used to enable incorporation and analysis of digital game features in relation to children’s responses and expressions. Firstly, a further development of the MDA framework (Hunicke et al., 2004) modeled by Alexiou and Schippers (2018) was practiced. Their conceptual framework of game features for learning was used to critically research and review digital educational games in general and reward mechanisms motivational value in particular. Further, Sweller’s (2020) theory of cognitive load and Mayer’s (2024) cognitive theory of multimedia learning was used to interpret the effects of the games feature elements and their design. Lastly, Csikszentmihalyi’s (2014) theory of flow was used to interpret the children’s immersive engagement and motivation during game play. Method: The empirical research consisted of a combination of qualitative approaches. Where video recorded individual game-session case studies organized by semi-structured interviews sought to extract in-depth data of the children’s verbal and non-verbal expressions. Heath et al.’s (2010) framework for interactional subsequent analysis was specifically helpful during interpretative process of the video recordings. Altogether, these methodological decisions aided a forward-looking approach on game features intended for learning purposes for educational refinement. Results: The findings revealed that the children expressed neutral responses to the reward mechanism. As this feature’s intended use is to enhance learner motivation and engagement, this result was slightly unpredicted. Further, the findings showed that all children had difficulties interpreting and understanding the reward mechanism’s purpose and function. Resulting in children expressing insecurity and uncertainty. This study underscores the need to realize the complexity of digital game features correlation and their effect on the learning experience. Emphasizing the need for game-features to be viewed through a theoretical lens, particularly focusing on age-appropriateness and children’s cognitive ability to interpret these. Suggestively by undertaking this best practice, the authentic potential motivational and emotional designs for reward features in educational games can be employed.