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Motivation and Performance in a Language Learning Game: Competitive, Cooperative, and Conjunctive Task Demands and the Interaction of Social Categorization Diversity

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Abstract:

This study examined the effects of task demand types as well as the interaction of social categorization diversity and group task demand type on performance, goal commitment, effort, and enjoyment in a cognitive task—learning Italian in a digital game. Seven different conditions were included in this study: 2 (Social categorization: In-group vs. Out-group) x 3(Task demands: competitive, conjunctive, additive cooperative) plus individual task condition. A total of 107 individuals participated in the experiment. We found that conjunctive task was more effective than individual task in influencing foreign language learning performance. In addition, a significant interaction effect on performance was found. Finally, findings regarding intrinsic motivation revealed that playing with out-group was more enjoyable than in-group in the conjunctive and cooperative task demand condition, while social category diversity made no difference in the competitive condition.

Most Common Document Word Stems:

task (244), group (221), demand (140), social (133), perform (130), game (116), motiv (97), individu (87), effect (77), cooper (75), member (74), categor (69), particip (69), conjunct (69), competit (67), divers (59), play (59), out-group (58), studi (55), result (52), in-group (52),
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Association:
Name: International Communication Association 64th Annual Conference
URL:
http://www.icahdq.org


Citation:
URL: http://citation.allacademic.com/meta/p716169_index.html
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MLA Citation:

Peng, Wei., Song, Hayeon., Kim, Jinyoung. and Day, Tom. "Motivation and Performance in a Language Learning Game: Competitive, Cooperative, and Conjunctive Task Demands and the Interaction of Social Categorization Diversity" Paper presented at the annual meeting of the International Communication Association 64th Annual Conference, Seattle Sheraton Hotel, Seattle, Washington, May 21, 2014 <Not Available>. 2018-09-06 <http://citation.allacademic.com/meta/p716169_index.html>

APA Citation:

Peng, W. , Song, H. , Kim, J. and Day, T. , 2014-05-21 "Motivation and Performance in a Language Learning Game: Competitive, Cooperative, and Conjunctive Task Demands and the Interaction of Social Categorization Diversity" Paper presented at the annual meeting of the International Communication Association 64th Annual Conference, Seattle Sheraton Hotel, Seattle, Washington Online <APPLICATION/PDF>. 2018-09-06 from http://citation.allacademic.com/meta/p716169_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examined the effects of task demand types as well as the interaction of social categorization diversity and group task demand type on performance, goal commitment, effort, and enjoyment in a cognitive task—learning Italian in a digital game. Seven different conditions were included in this study: 2 (Social categorization: In-group vs. Out-group) x 3(Task demands: competitive, conjunctive, additive cooperative) plus individual task condition. A total of 107 individuals participated in the experiment. We found that conjunctive task was more effective than individual task in influencing foreign language learning performance. In addition, a significant interaction effect on performance was found. Finally, findings regarding intrinsic motivation revealed that playing with out-group was more enjoyable than in-group in the conjunctive and cooperative task demand condition, while social category diversity made no difference in the competitive condition.


Similar Titles:
The Influence of Competition, Cooperation, and Player Relationship on Performance, Motivation, and Goal Commitment in Game Play


 
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