This study explores the influence of framing and activity type on expectations of learning and enjoyment as well as performance in a paraphrase identification task. In the first experiment, 80 students played one of three activities framed as either a "play" or "learning" task. Students then completed one of three activities; learning only, an educational game, or a play only activity. Results showed that the play frame had an effect on learning expectations prior to completing the activity, but had no effect after completing the activity.
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- Partial requirement for: M.A., Arizona State University, 2013Note typethesis
- Includes bibliographical references (p. 46-49)Note typebibliography
- Field of study: Psychology