@article{nietfeld_hoffmann_2023, title={The impact of goal assignment in a game-based learning environment}, ISSN={["1365-2729"]}, DOI={10.1111/jcal.12919}, abstractNote={Abstract}, journal={JOURNAL OF COMPUTER ASSISTED LEARNING}, author={Nietfeld, John L. and Hoffmann, Kristin F.}, year={2023}, month={Dec} }
 @article{nietfeld_shores_hoffmann_2014, title={Self-Regulation and Gender Within a Game-Based Learning Environment}, volume={106}, ISSN={["1939-2176"]}, DOI={10.1037/a0037116}, abstractNote={In this study, we examined how self-regulated learning (SRL) and gender influences performance in an educational game for 8th-grade students (N = 130). Crystal Island–Outbreak is an immersive, inquiry-based, narrative-centered learning environment featuring a microbiology science mystery aligned with 8th-grade science curriculum. SRL variables predicted successful in-game performance even after accounting for prior knowledge and perceived gaming skill. Content learning gains were found across both genders, and girls performed at similar levels as boys in the game despite incoming disadvantages for perceived skill and prior gaming experience. Boys were more effective than girls in using a cognitive tool that was critical for solving the Crystal Island–Outbreak mystery; however, these differences disappeared when prior gaming experience was taken into account. Overconfidence on monitoring judgments for boys but not girls was predictive of in-game performance. Findings related to motivational variables such as self-efficacy, situational interest, and goal orientation were mixed with regard to their consistency across genders.}, number={4}, journal={JOURNAL OF EDUCATIONAL PSYCHOLOGY}, author={Nietfeld, John L. and Shores, Lucy R. and Hoffmann, Kristin F.}, year={2014}, month={Nov}, pages={961–973} }
 @article{hoffmann_huff_patterson_nietfeld_2009, title={Elementary teachers' use and perception of rewards in the classroom}, volume={25}, ISSN={["0742-051X"]}, DOI={10.1016/j.tate.2008.12.004}, abstractNote={In the past four decades much research has gone into the use of rewards in education yet little attention has been given to the use of rewards from the perspective of teachers. This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in our sample use some form of rewards in their classrooms and the majority use some form of tangible rewards. Rewards were most frequently given for behaviour management, but there was a significant relationship between the use of rewards for behaviour and those given for academic achievement. Performance goal orientations for teaching were positively related to the use of tangible rewards and a higher degree of classroom control and negatively related to teacher self-efficacy. When asked to report on the appropriateness of using rewards in the classroom only one-third of the teachers reported that they should be used conditionally.}, number={6}, journal={TEACHING AND TEACHER EDUCATION}, author={Hoffmann, Kristin F. and Huff, Jessica D. and Patterson, Ashley S. and Nietfeld, John L.}, year={2009}, month={Aug}, pages={843–849} }