A Study of Motivation for Playing Computer Games at Tertiary Education Level in China.

Within the past decade, a number of studies have analysed and investigated the aspects and potential applications of games-based learning. Educationalists and industrialists continue to explore it as it is perceived as a potentially beneficial supplementary learning mechanism, teaching and training approach and perfectly matches the determinants of intrinsic motivation. Previous studies indicate that games can promote learning and engage learning experiences compared with traditional methods, while one of the primary arguments against games-based learning focuses on a dearth of empirical evidence in particular a lack of Randomised Controlled Trials (RCTs) and longitudinal studies. The lack of empirical evidence in supporting the efficacy of games-based learning can be challenged as unsubstantiated optimism. This paper provides empirical evidence by reporting the results of a survey conducted at tertiary education institutions in China. The survey is conducted on the basis of a number of previous studies on the motivation of games-based learning. The survey reports on the evidence from the Chinese institutions where 346 undergraduate and postgraduate students completed the survey in March 2018 over a three-week period. Participants had positive attitude towards playing computer games for learning. The top motivations of playing computer game were: enjoyment, competition and relationships whereas the top motivation of playing games in education were: relaxation, leisure and pleasure. Respondents perceived that computer games could potentially provide the following skills: collaboration, problem-solving and analysis. The paper contributes to empirical evidence in games-based learning through a comprehensive quantitative analysis of data including gender, education, game platform and play types of game comparisons. The results were compared to similar studies conducted at different levels of education in different countries and provide a synthesis. The results will also provide insight into game design associated with the motivations for using GBL at tertiary education level. [ABSTRACT FROM AUTHOR]