@article {1711, title = {Engagement as a volitional construct. A framework for theory, research, and instructional design of educational games.}, journal = {Simulation \& Gaming}, volume = {45}, year = {2014}, chapter = {450-470}, abstract = {

Background. Interest is growing in harnessing the motivational and engaging power of games for learning purposes. However, academics frequently use the terms\ motivation\ and\ engagement\ interchangeably.

Aim. In this article, we suggest that researchers should differentiate engagement from motivation and conceptualize it as a\ volitional process. We also argue that educational games research needs to move its focus beyond intrinsic motivation and explore the variety of\ cognitive,\ emotional,\ motivational, and\ volitional\ processes while learning with games.

Method. Therefore, this article outlines a\ conceptual framework\ based on a\ multidimensional\ perspective on engagement. This framework is intended to help plan and organize research on learning with games, so that the field can produce\ evidence-based\ guidelines and principles that respond to the central questions of how and when educational games work.

Results. A conceptual framework that integrates motivation and volition, is structured by an input-process-output model and portraits engagement as a process or mediator variable between an educational game and its learning outcomes.

Conclusion. Defining engagement as a volitional process opens up a new perspective with broad theoretical and practical implications. For game design, the strategy of \“learning within games\” could demand increasingly higher levels of volitional control depending on the degree of coupling of the learning task and the gameplay.

}, doi = {10.1177/1046878114553569}, url = {http://sag.sagepub.com/content/45/4-5/450}, author = {Michael Filsecker and Michael Kerres} } @inbook {1565, title = {Designing and studying educational games: Limitations of current design and research approaches in game-based learning}, booktitle = {Playing with Virtuality, Theories and Methods of Computer Game Studies}, year = {2013}, pages = {349-368}, publisher = {Peter Lang}, organization = {Peter Lang}, address = {Frankfurt}, author = {Michael Filsecker and Michael Kerres}, editor = {Bigl, Benjamin and Stoppe, Sebastian} } @inbook { 6749, title = {Behaviorism, Constructivism, and Communities of Practice: How pedagogic theories help us understand game-based language learning}, booktitle = {Computer Games in Language Learning and Teaching (New Language Learning and Teaching Environments)}, year = {2012}, publisher = {Palgrave}, organization = {Palgrave}, author = {Michael Filsecker and B{\"u}ndgens-Kosten, Judith}, editor = {Reinders , Hayo} } @inbook { 7159, title = {Participatory assessment for organizing inquiry in educational videogames and beyond.}, booktitle = {Orchestrating inquiry learning: Contemporary perspectives on supporting scientific inquiry learning}, year = {2012}, pages = {146-174}, publisher = {Taylor and Francis}, organization = {Taylor and Francis}, address = {London}, isbn = {0415601134}, author = {Hickey, D. T. and Michael Filsecker}, editor = {Scanlon, E. and Sharples, M. and Littleton, K.} } @conference { 7055, title = {Avoiding learning in game-based learning environments: Gaze patterns at tasks{\textquoteright} vs. play elements}, booktitle = {AERA Annual Meeting , New Orleans, Louisiana}, year = {2011}, month = {08/04/2011}, author = {Michael Filsecker and Michael Kerres and Bormann, Mark} }