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Persuasive Play : Extending the Elaboration Likelihood Model to a Game-Based Learning Context

Persuasive Play : Extending the Elaboration Likelihood Model to a Game-Based Learning Context

Steven Malliet, Hans Martens
Copyright: © 2010 |Pages: 21
ISBN13: 9781615207190|ISBN10: 1615207198|ISBN13 Softcover: 9781616922771|EISBN13: 9781615207206
DOI: 10.4018/978-1-61520-719-0.ch009
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MLA

Malliet, Steven, and Hans Martens. "Persuasive Play : Extending the Elaboration Likelihood Model to a Game-Based Learning Context." Interdisciplinary Models and Tools for Serious Games: Emerging Concepts and Future Directions, edited by Richard Van Eck, IGI Global, 2010, pp. 206-226. https://doi.org/10.4018/978-1-61520-719-0.ch009

APA

Malliet, S. & Martens, H. (2010). Persuasive Play : Extending the Elaboration Likelihood Model to a Game-Based Learning Context. In R. Van Eck (Ed.), Interdisciplinary Models and Tools for Serious Games: Emerging Concepts and Future Directions (pp. 206-226). IGI Global. https://doi.org/10.4018/978-1-61520-719-0.ch009

Chicago

Malliet, Steven, and Hans Martens. "Persuasive Play : Extending the Elaboration Likelihood Model to a Game-Based Learning Context." In Interdisciplinary Models and Tools for Serious Games: Emerging Concepts and Future Directions, edited by Richard Van Eck, 206-226. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-719-0.ch009

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Abstract

Little research has examined the underlying psychological mechanisms of persuasive play. The purpose of the current study is to examine the explanatory potential of information processing approaches in a game-based learning context. Starting from the elaboration likelihood model, the authors theoretically develop a three-step model to explain how individual player characteristics (e.g., game preference) influence cognitive learning and attitude change through mediating variables like player motivations (e.g., personal involvement) and player evaluations (e.g., perceived realism). This model is empirically tested through a secondary analysis of survey data collected from Flemish adolescents (N = 538) in the 5th and 6th grade of secondary education. On the whole, the authors’ results emphasize the importance of information processing variables as predictors of cognitive and attitudinal learning outcomes.

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