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Difficulty and self-efficacy: an exploratory study

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dc.contributor.author Power, Jason Richard
dc.contributor.author Lynch, Raymond
dc.contributor.author McGarr, Oliver
dc.date.accessioned 2020-04-20T11:37:30Z
dc.date.issued 2020
dc.identifier.issn 0007-1013
dc.identifier.uri http://hdl.handle.net/10344/8741
dc.description peer-reviewed en_US
dc.description.abstract Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self‐regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants’ engagement, performance and self‐efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5‐days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants’ self‐efficacy for the task. Self‐efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user’s self‐efficacy and associated positive outcomes. Implications for future serious games and self‐efficacy research are discussed. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries British Journal of Educational Technology;51 (1), pp 281-296
dc.relation.uri https://doi.org/10.1080/13562517.2020.1725881
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in the British Journal of Educational Technology 2020 copyright Taylor & Francis, available online at: https://doi.org/10.1111/bjet.12755 en_US
dc.subject self-efficacy en_US
dc.subject serious games en_US
dc.subject difficulty en_US
dc.subject self-regulation en_US
dc.subject motivation en_US
dc.title Difficulty and self-efficacy: an exploratory study en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2020-04-20T11:26:55Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1111/bjet.12755
dc.date.embargoEndDate 2021-08-25
dc.embargo.terms 2021-08-25 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2900247
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle British Journal Of Educational Technology
dc.description.status peer-reviewed


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