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Contribution of Autonomous and Controlled Self-Regulation Orientations to Student Outcomes in a Discovery-Based Program of Game Design Learning and Digital Literacy Development

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Abstract:

This paper explores contributors to student learning outcomes within a pilot program of game design learning with middle, high school, and community college students throughout the state of West Virginia. We explore contribution of student demographics and active program work to learning outcomes, especially given the program's discovery-based context. We also explore the contribution of students’ motivational orientation -- autonomous self-regulation versus controlled self-regulation to outcomes. If motivational orientation is predictive, then self-determination theory and individuals’ regulation style may have specific relevance to active processes of digital participation and digital literacy learning. Results indicate just such a relationship; autonomous regulation contributed positively to student outcomes; controlled regulation contributed negatively. Findings have implications for the local implementation, towards needed improvements in the program design, and also more broadly, if learning processes occurring in this program are generalizable to other novice users encountering access, opportunities, and expectations to engage in digital participation.
Introduction

Most Common Document Word Stems:

game (168), student (141), learn (89), program (65), educ (65), design (61), digit (58), use (58), survey (54), particip (54), 2 (50), school (50), 1 (50), base (49), n (42), activ (42), self (40), motiv (39), factor (38), 3 (37), cla (37),
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Name: International Communication Association
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http://www.icahdq.org


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URL: http://citation.allacademic.com/meta/p491554_index.html
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MLA Citation:

Reynolds, Rebecca. "Contribution of Autonomous and Controlled Self-Regulation Orientations to Student Outcomes in a Discovery-Based Program of Game Design Learning and Digital Literacy Development" Paper presented at the annual meeting of the International Communication Association, TBA, Boston, MA, May 25, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p491554_index.html>

APA Citation:

Reynolds, R. B. , 2011-05-25 "Contribution of Autonomous and Controlled Self-Regulation Orientations to Student Outcomes in a Discovery-Based Program of Game Design Learning and Digital Literacy Development" Paper presented at the annual meeting of the International Communication Association, TBA, Boston, MA Online <PDF>. 2014-11-26 from http://citation.allacademic.com/meta/p491554_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper explores contributors to student learning outcomes within a pilot program of game design learning with middle, high school, and community college students throughout the state of West Virginia. We explore contribution of student demographics and active program work to learning outcomes, especially given the program's discovery-based context. We also explore the contribution of students’ motivational orientation -- autonomous self-regulation versus controlled self-regulation to outcomes. If motivational orientation is predictive, then self-determination theory and individuals’ regulation style may have specific relevance to active processes of digital participation and digital literacy learning. Results indicate just such a relationship; autonomous regulation contributed positively to student outcomes; controlled regulation contributed negatively. Findings have implications for the local implementation, towards needed improvements in the program design, and also more broadly, if learning processes occurring in this program are generalizable to other novice users encountering access, opportunities, and expectations to engage in digital participation.
Introduction


Similar Titles:
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