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The role of engagement in synthetic learning environments

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dc.contributor.authorNelson, Tristan Quinn, author
dc.contributor.authorKraiger, Kurt, advisor
dc.contributor.authorGibbons, Alyssa, committee member
dc.contributor.authorHenle, Chris, committee member
dc.contributor.authorTroup, Loucy, committee member
dc.date.accessioned2016-01-11T15:13:39Z
dc.date.available2016-01-11T15:13:39Z
dc.date.issued2015
dc.description.abstractSynthetic learning environments (SLEs) are often lauded for their ability to "motivate" trainees. However, little empirical evidence exists to support the popular claim that SLEs work because they are motivating. The reason for the lack of evidence supporting these claims lies in the often inadequate definition and measurement of the motivation experienced by these trainees. The present study makes a case for switching the focus from the nebulous term "motivation" to a more defined and measurable construct of training engagement which consists of one's personal investments of physical, cognitive, and emotional energies. An integrated SLE model is outlined and used as a theoretical explanation for why and how SLEs impact trainee engagement and training outcomes. Study One explores the antecedents of engagement among a sample of undergraduate students playing an educational videogame. Study Two examines the comparative levels of engagement between two training conditions (SLE and E-learning control group) and explores the mediating role of engagement in the relationship between SLE characteristics and training outcomes. Results indicate some support for the integrated SLE model demonstrating that the user judgments of meaningfulness and availability predict trainee engagement. Furthermore, trainees in the SLE condition seem to experience significantly higher levels of engagement compared to their control group counterparts. However, training outcomes were uninfluenced by training condition and engagement did not play a mediating role. Theoretical contributions, limitations and directions for future research are discussed.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierNelson_colostate_0053A_13275.pdf
dc.identifier.urihttp://hdl.handle.net/10217/170306
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectengagement
dc.subjectserious games
dc.subjectsynthetic learning environments
dc.subjecttraining
dc.subjectvideogames
dc.subjectvirtual worlds
dc.titleThe role of engagement in synthetic learning environments
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplinePsychology
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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