Abstract— Motivational forces play a significant role in the success of using virtual games and simulations for educational purposes. Intrinsic motivation is more difficult to foster in educational applications of games and simulations than those developed purely for leisure purposes. However the education sector is still dependant on this elusive variable in order to obtain desired results and student outcomes. Certain uses of educational simulations lend themselves more to fostering internal motivation, mainly optional and tangential applications, while many forms of direct content delivery for courses or units rely on extrinsic factors for completion and success. Another significant factor in the development of intrinsic motivation is whether or not the game or simulation is mandatory or optional, as required use seems to diminish internal desire to participate. Tangential uses of preexisting non-educational virtual worlds for instructive purposes increases the learners internal motivation, however concerns are raised concerning whether or not this method produces measurable learning outcomes.

Index Terms—virtual simulations, educational games, distance education, motivation, online learning, virtual environment  

Cite: George D. Konetes, "The Function of Intrinsic and Extrinsic Motivation in Educational Virtual Games and Simulations (Rising Scholar Paper)," Journal of Emerging Technologies in Web Intelligence, Vol. 2, No. 1, pp. 23-36, February 2010. doi:10.4304/jetwi.2.1.23-36