Measure for Measure

One likely reason we don't often incorporate learning goals is that implementing them into a game is more difficult and requires more thought than traditional performance goals. It requires breaking from molds and doing something new. It's much easier to pop up a "level completed" message, a story cinematic, or an "achievement unlocked" notification after the player hits a predefined milestone in the game than it is to integrate learning goals that reflect the improvements players make.

Only recently have games been tracking player data in a way that could support learning goals, which could also be a contributing factor. But most likely, we have simply been stuck following conventional wisdom about how we reward players and provide feedback.

There are ways to start implementing learning goals in your games. One of the easiest (and most likely to have a significant effect on player motivation) is to tell the player how he has improved. While this is not a goal per se, it provides the player the information he requires to track his progress and set his own goals, and also provides the foundations upon which you can build actual learning goals.

First, break the game down into component skills. What skills does the player need to be successful? Does he need to do double-jumps? Does he need to master aiming? Does he need to figure out how to counter an attack?

Learning goals should focus on behaviors or skills that, when combined, give the player tools to complete more complex activities. Of course, these also need to be skills or strategies that your game can track. For example, if the player needs to understand how to play with stealth, it might be impossible to track [understands the stealth system], but you could track [was hit by enemy] or [used crouch].

Feedback can help teach players more effective strategies.

Then display progress on these component skills to the player. Rather than listing how many times x or y event happened, communicate metrics that relate to improvement, much like the example cited previously from Team Fortress. The obvious places to display progress information to players are 1) at the end of a level, 2) when they pause or quit the game, and 3) when they die.

Better yet, display a progress chart that players can access whenever they want. One example from Gears of War 2 are the messages that appear as a player nears a new achievement.

Another example from Gears of War 2 is the "war journal" which keeps track of the player's current campaign status. There's no reason we couldn't put similar messages in other games to keep players informed about their progress in mastering basic skills.

Of course, people have their own motivations and mindsets that they bring to games. Some people have a learning mindset and are likely to focus on getting better at a game. Others prefer goal-based achievements and do in fact feel motivated by them. In both cases, players are likely to have some preexisting beliefs about their gameplaying abilities. However, the type of goals presented and the feedback they receive during both success and failure can have a significant effect on how they respond to those setbacks.

Through better feedback and goal-setting, we can encourage a mindset of competence, reduce frustration, and encourage players to play longer, try harder, and feel more confident about future gameplay challenges. 

Resources

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Ames, C. & Archer, J. (1981). "Competitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect," Journal of Educational Psychology, 73, 411-418.

Butler, R. (1987). "Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance," Journal of Educational Psychology, 79, 474-482.

Clifford, M. M. (1986a). "The comparative effects of strategy and effort attributions," British Journal of Educational Psychology, 56, 75-83.

Clifford, M. M. (1986b). "The effects of ability, strategy, and effort attributions for educational, business, and athletic failure," British Journal of Educational Psychology, 56, 169-179.

Elliott, E. S., & Dweck, C. S. (1988). "Goals: An approach to motivation and achievement," Journal of Personality and Social Psychology, 54, 5-12.

Kamins, M. L., & Dweck, C. S. (1999). "Person versus process praise and criticism: Implications for contingent self-worth and coping," Developmental Psychology, 35, 835-847.

Seijts, G. H., & Latham, G. P. (2006). "Learning goals or performance goals: Is it the journey or the destination?" Ivey Business Journal, 70, 1-6.