The purpose of this study was to provide more insight into how the physical education (PE) context can be better tailored to the diverse motivational demands of secondary school students. Therefore, we examined how different constructs of student motivation in the context of PE combine into distinct motivational profiles, aiming to unveil motivational similarities and differences between students’ PE experiences. Participants were 2,562 Dutch secondary school students, aged 12–18, from 24 different schools. Students responded to questionnaires assessing their perception of psychological need satisfaction and frustration, and perceived mastery and performance climate in PE. In order to interpret the emerging profiles additional variables were assessed (i.e. demographic, motivational and PE-related variables). Two-step cluster analysis identified three meaningful profiles labelled as negative perceivers, moderate perceivers and positive perceivers. These three profiles differed significantly with regard to perceived psychological need satisfaction and frustration and their perception of the motivational climate. This study demonstrates that students can be grouped in distinct profiles based on their perceptions of the motivational PE environment. Consequently, the insights obtained could assist PE teachers in designing instructional strategies that target students’ differential motivational needs.
Research studies and recruitment processes often rely on psychometric instruments to profile respondents with regards to their ethical orientation. Completing such questionnaires can be tedious and is prone to self-presentation bias. Noting how video games often expose players to complex plots, filled with dilemmas and morally dubious options, the opportunity emerges to evaluate player’s moral orientation by analysing their in-game behaviour. In order to explore the feasibility of such an approach, we examine how users’ moral judgment correlates with choices they make in non-linear narratives, frequently present in video games. An interactive narrative presenting several moral dilemmas was created. An initial user study (N = 80) revealed only weak correlations between the users’ choices and their ethical inclinations in all ethical scales. However, by training a genetic algorithm on this data set to quantify the influence of each branch on recognising moral inclination we found a strong positive correlation between choice behaviour and self-reported ethical inclinations on a second independent group of participants (N = 20). The contribution of this work is to demonstrate how genetic algorithms can be applied in interactive stories to profile users’ ethical stance.
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