title: Gaming mindsets: implicit theories in serious game learning.
abstract: Individuals' beliefs about the malleability of their abilities may predict their response and outcome in learning from serious games. Individuals with growth mindsets believe their abilities can develop with practice and effort, whereas individuals with fixed mindsets believe their abilities are static and cannot improve. This study uses survey and gameplay server data to examine the implicit theory of intelligence in the context of serious game learning. The findings show that growth mindset players performed better than fixed mindset players, their mistakes did not affect their attention to the game, and they read more learning feedback than fixed mindset players. In addition, growth mindset players were more likely to actively seek difficult challenges, which is often essential to self-directed learning. General mindset measurements and domain-specific measurements were also compared. These findings suggest that players' psychological attributes should be considered when designing and applying serious games.
authors.affiliation: Michigan State University, East Lansing, Michigan 48824-1212, USA. leeyuhao@msu.edu
authors.forename: Yu-Hao
authors.initials: YH
authors.lastname: Lee
authors.forename: Carrie
authors.initials: C
authors.lastname: Heeter
authors.forename: Brian
authors.initials: B
authors.lastname: Magerko
authors.forename: Ben
authors.initials: B
authors.lastname: Medler
mesh_terms: D000328:Adult; D001288:Attention; D003469:Culture; D005260:Female; D005717:Games, Experimental; D006801:Humans; D007360:Intelligence; D007858:Learning; D008297:Male; D009483:Neuropsychological Tests; D011582:Psychological Theory; D011795:Surveys and Questionnaires