Games and exergames in rehabilitation

Journal of Applied Social …, 2006

Handbook of Sport Psychology, 2012

Background. It is widely acknowledged that Physical Education (PE) can play a potentially important role in enhancing public health by creating positive attitudes toward exercise and by promoting health-related fitness programmes. However, these initiatives will have limited success if students are not motivated to participate actively in their PE lessons.

American Psychologist, 2000

Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theo~ has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness-which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.

2001

Effects of Physical Activity Application to Anthropological Status With Children, Youth and Adults / Proceedings of the Thematic Conference (pp. 42-54), 2012

Motivation science, 2021

Self-determination theory (SDT) is a still rapidly expanding framework of basic and applied research, underpinned by a global network of scholars and practitioners. Herein we focus on one feature of SDT that helps explain its continued growth-the fact that it is a truly human science that takes into consideration our attributes as persons, including our capacities for awareness and self-regulation, as well as vulnerabilities to defensiveness and control. Within SDT these human capacities are studied using diverse methods, and across all sub-disciplines of psychology. In this review we focus particularly on people's capacity for autonomy as it applies to their individual functioning, interpersonal relationships, and societal interactions. If there is a core legacy to SDT it is one of representing a generative and philosophically coherent framework based on a convergent network of empirical evidence with relevance across domains and cultures, and to our basic experiences and concerns as humans. 2 In this article we were invited to discuss the legacy of self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2017; Vansteenkiste & Soenens, 2015), a task we undertake with hesitation. The term legacy can have a meaning of something bequeathed after death, for which SDT is clearly not ready. Today SDT is more alive than ever, with a steeply escalating trajectory of both basic research efforts and evidence-supported applications. Behind this robust growth lie hopefully several legacies (defined as enduring contributions!) in diverse fields, such as parenting, work, education, health care, sport, psychotherapy, and technology use, and covering a wide variety of topics such as vitality, eudaimonia, mindfulness, life goals, emotion regulation, and developmental psychopathology, among others. Given its breadth, in this short article we will focus on one legacy that we see as particularly relevant to SDT's place in motivation science. That legacy is SDT's central role in what we call the "Copernican turn" in empirical studies on motivation (Ryan & Deci, 2017), a turn from a focus on people as simply objects of causal processes toward an understanding of the propensities and capabilities within people that allow for their selfregulation of behavior. The science of SDT takes seriously our capacities as persons, including our abilities to be aware of ourselves, to actively learn and master our worlds, to strive to internalize cultural norms, to reflectively consider our own attitudes and values, and to make informed choices concerning them. These capacities also afford us an ability to care for the selves of others. At the same time SDT recognizes and researches the "dark sides" of human motivation, and our vulnerabilities to being passive, controlled, defensive, dysregulated and antisocial (Ryan, Deci, & Vansteenkiste, 2016; Vansteenkiste & Ryan, 2013). These human capacities for autonomy and integrity and vulnerabilities for defensiveness and psychopathology are neither mystical nor merely subjective; they are indeed rooted in our biology and adaptive histories. At the same time, they work by

Game Based Learning (GBL) is often promoted by those who wish to improve learning by increasing pupil motivation. Playing games is considered to be an intrinsically motivating activity. Unfortunately, many GBL games aren’t intrinsically motivating. Better understanding and application of motivational models to GBL design may help both GBL designers as well as educators in general make more enjoyable learning experiences. Self Determination Theory (SDT) is a motivational theory that providesawayofunderstandinghumanmotivationinanycontext(Deci&Ryan2000). SDTsuggests that humans are motivated by Autonomy, Relatedness, and Competence (ARC). There is a growing body of evidence to support the theory that high perceived support for ARC is related to feelings of high intrinsic motivation (Przybylski et al, 2012, Przybylski, Rigby and Ryan, 2010, Gagne & Deci, 2005). SDT also offers a path from extrinsic, towards intrinsic motivation. If we can apply SDT to games, or education in general, we might be able to improve the experience of the learner such that they perceive activities as enjoyable, interesting and intrinsically motivating. To test whether SDT could encourage and predict engagement in a GBL context, a Serious Game (Career Quest), was designed and implemented. Thegametaughtemployabilityskillstofinalyear“SeriousGames”studentsatGlasgow Caledonian University but the primary purpose of the game was to implement SDT overtly and investigate whether we could measure differences in engagement or motivation for players who had greater or lesser ARC support. 37 students played the game for 10 minutes at the beginning of class over a period of 4 weeks. In addition to this compulsory play session, there was a different, optional challengedaily. Engagementwiththedailytaskwasusedasanimplicitmeasureofengagementwith the intention of validating standard SDT questionnaires that measure engagement. Results indicate that the implementation of the SDT model in this game cannot fully explain levels of engagement. The degree of engagement with the optional Daily Task was not predicted by the either the level of ARC support given to players or a self­report questionnaire that assessed student interest in their Serious Game class. Possible explanations are discussed including the subtle distinctions between objective ARC support and p​erceived ARC support as well as the idea that SDT may require an additional component such as “Purpose” to predict engagement.

Organizational Behavior and Human Performance

A review of the literature revealed that the effects of personal control on intrinsic motivation had not been directly investigated, that the interaction of competence and personal control had not been investigated, and that studies comparing the effects of contingent versus noncontingent reward systems on intrinsic motivation had produced conflicting results and conclusions. A study was designed and conducted using a direct manipulation of personal control over performance as well as the usual reward manipulation. It was found that personal control over performance was a very important determinant of intrinsic motivation but that the type of reward system did not affect intrinsic motivation. An interaction between personal control over performance and competence was found such that both performance and personal control over performance had to be high in order for intrinsic motivation to be high. Deci's (1975) Cognitive Evaluation Theory states that there are two key determinants of intrinsic motivation. These are feelings of personal control and feelings of competence. Intrinsic motivation is thought to increase as feelings of personal control and competence become stronger and to decrease as they become weaker. The phrase personal control (or self-determination or personal causality) is really a synonym for perceived freedom freedom to select and carry out behaviors as one chooses without interference or control by others. People discover how much freedom or personal control they have in a given situation by observing their behavior and environment and attributing the behavior to a cause (Bem, 1967). If there are "sufficient, salient, and unambiguous" causes present in the environment, then the individual attributes his or her behavior to those causes and feels little personal and internal control (Lepper, Greene, & Nisbett, 1973). In such a situation, motivation is said to be extrinsic. On the other hand, if the individual observes that he or she is working on a task in the absence of any environmental causes, the task behavior is attributed to internal causes and feelings of personal control are high. When the internal causes