Feedback in Digital Game-Based Learning (DGBL): Influencing Students' Self-Efficacy and Motivation

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Virginia Tech


As a teaching approach, digital game-based learning (DGBL) has grown in popularity and can positively influence students' motivational perceptions in difficult subjects, such as mathematics. DGBL has the capability to provide immediate feedback to students that can impact their results and experiences during gameplay; specifically, research studies have supported the conclusion that immediate feedback featured in DGBL can positively influence elementary students' self-efficacy and motivation related to DGBL gameplay. However, few studies have investigated the specific types of immediate feedback featured in DGBL within elementary mathematics. The purpose of this qualitative study was to investigate how different types of immediate feedback (i.e., destination, corrective, and explanatory) featured during DGBL use in mathematics influence elementary students' self-efficacy and motivation for gameplay. This study involved fifth grade students interacting with a digital game and being interviewed individually to elaborate on their perceptions regarding how feedback featured in DGBL influenced their self-efficacy and motivation. Findings from this study suggest the importance of DGBL immediate feedback as results indicated a positive change in both self-efficacy and motivation among students.



digital game-based learning, immediate feedback, motivation, mathematics