How Debriefing Strategies Can Improve Student Motivation and Self-Efficacy in Game-Based Learning

Debriefing is an important step in game-based learning environments. In the present study, the effect of different debriefing strategies in terms of two factors, grouping (self vs. team) and timing (in-game vs. post-game), was investigated on the motivation and self-efficacy levels of students. In a 2x2 ANOVA design, 62 sixth grade students were randomly assigned into two debriefing groups: self-debriefing and team debriefing. About half of members in each group performed either one of the two debriefing: in-game debriefing or post-game debriefing. Students in the self-debriefing as well as in the team-briefing group played the game three days a week over nine weeks. As students finished the task, motivation and self-efficacy scales were administered and semi-structured interviews were conducted. Findings indicate that students showed higher motivation and self-efficacy scores in the team debriefing than in the self-debriefing. Moreover, the in-game debriefing group outperformed the post-game debriefing group in terms of self-efficacy and motivation levels. Semi-structured interviews supported the quantitative results that students benefited more from collaborative debriefing sessions.