Effects of performance goal orientations on learning performance and in-game performance in digital game-based learning

Background Performance goal orientations are influential motivational factors for predicting learning performance. However, a lack of attention has been paid to investigating the effects of performance goal orientations on learning performance and in-game performance in the context of digital game-based learning. Objectives This study implemented a game-based English vocabulary learning system and investigated how performance goal orientations affected learners' learning performance and in-game performance. Methods A total of 59 non-English major university students participated in this study, divided into performance-approach learners (PAPL) and performance-avoidance learners (PAVL) based on their performance goal orientations. The English vocabulary listening test and log data were collected for conducting quantitative analyses. Results and conclusions The results showed that the PAPL outperformed the PAVL in learning performance, whereas the two groups demonstrated similar gain scores and overall in-game performance. Moreover, the results showed that the PAVL's learning performance was strongly associated with all aspects of in-game performance in the learning activities. Conversely, the PAPL's learning performance was only associated with two aspects of in-game performance in the competition activities. Implications The findings of this study suggest that performance goal orientations play significant roles in both learning performance and in-game performance, which could benefit the PAVL's in-game performance, which is a substantial factor in promoting their learning performance via DGBL.

Automated summary

The study found that performance goal orientations have significant impacts on both learning performance and in-game performance, benefiting performance-avoidance learners in their in-game performance and promoting their learning performance through digital game-based learning.