Previous research in face-to-face learning modality demonstrated that students’ Time Perspective (TP) is related to motivation and learning performance. Concretely, results show students with a future-oriented TP having higher motivation for learning, higher self-regulation, and academic performance. By contrast, students’ having a present-oriented TP tend to engage in games and prefer instant reward activities. Despite the wide corpus of research on TP and learning, albeit Serious Games (SG) are widely used for professional development and lifelong learning, no studies have focused, as per our knowledge, on TP in Game Based Learning (GBL). The present study aims to explore this new field of research. We conducted a case study using the Serious Game MetaVals. Results of the experience show no significant differences in game performance among individuals with different TP. Furthermore, students with a future-oriented TP foresee the future usefulness of the game compared to those focused on the present. These results might be useful for instructional designers and teachers, in terms of knowledge acquisition, outlining the benefits of using GBL activities that could help different TP profiles to equally engage and better perform in the learning processes.
Usart, Mireia and Romero, Margarida
"Students’ Time Perspective And Its Effect On Game-Based Learning,"
Internet Learning: Vol. 2
, Article 9.
Available at: http://digitalcommons.apus.edu/internetlearning/vol2/iss1/9
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