The Influence of Situational Factors and Gamification on Intrinsic Motivation and Learning

Immersive virtual reality (iVR) is becoming increasingly popular for learning. But how such learning applications are designed is crucial and determines their success. Designing suitable feedback mechanisms in a learning environment manifests through gamification elements. Nevertheless, previous research has shown that the effect of gamification is ambiguous and depends on several aspects. The setting in which the gamification is used can affect the learner\u27s perception of the feedback and, in turn, their motivation. Since learning systems are usually aimed at increasing the user’s learning performance but also their inherent enjoyment of learning, investigating effects on the user’s intrinsic motivation is essential. This study proposes a research model, and an experimental approach is outlined in order to examine how situational factors influence the effect of gamification on intrinsic motivation and learning performance in iVR learning environments

The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review

Gamification, defined as the integration of videogame components to promote a gameful experience, is increasingly being implemented in education with the aim of enhancing students' engagement and motivation. Accordingly, since 2010 it has constituted an area of growing interest for researchers and teachers. Following PRISMA 2020's methodology, a systematic review (SR) was conducted in November 2022 seeking to explore the influence of gamification strategies on students' motivation to learn. Having identified 548 articles, 40 studies were chosen based on the selection criteria set and analyzed to reveal that game elements such as points, badges and rankings are widely used to motivate students. From a theoretical perspective, gamification studies focus on the dichotomy of intrinsic and extrinsic motivation. The results suggest a positive influence of gamification strategies on students' motivation, although in the long run, such motivation can decline. Furthermore, the influence of a novelty effect and extrinsic rewards on motivation is identified, which can lead to greater motivation in the short term, followed by a decrease with further exposure to gamification. Future studies should focus on the influence of students' individual traits (e.g., gaming experience, openness to competition and cooperation) on gamification strategies. Moreover, long-term exposure to gamification as well as the novelty effect should be explored.info:eu-repo/semantics/publishedVersio

The effect of gamification on students’ motivation in learning English

Motivation plays important role that drives learning. The application of games for educational purposes can boost students’ motivation. Nowadays, the game utilizes technology which enables students to experience enjoyment in a more accessible way. However, some games are not suitable for students. Hence, gamification, i.e., the implementation of game elements in a non-game context, serves as a solution to motivate students. This study aims to investigate the effect of gamification on students’ motivation in learning English. A game-based student response (GBSR) is an example of gamification. The case study method comprised an intrinsic and extrinsic motivation scale and a semi-structured interview to investigate the effect of gamification on students’ motivation in learning English. The study involved 13 eleventh grade students consisting of 10 females and 3 males students. The result indicated that the students experienced competence, autonomy, and relatedness in GBSR which led to stronger intrinsic learning motivation. Besides, the features in the GBSR triggered students’ interest to play the game. The extrinsic motivation stimulated through the reward structure and endorsement of goals. Moreover, the classroom atmosphere became more enjoyable for students. These results serve an alternative way for teachers to teach English at the secondary level

Boosting Student’s Motivation through Gamification in Physical Education

Students are becoming less motivated towards current education. For this reason, teachers are investigating several innovative methodologies to learn how they affect student motivation, such as gamification. The purpose of this study was to analyze the effects of gamification on the motivation of elementary physical education students. A total of 72 elementary school students from two different Spanish elementary schools participated (38 boys and 34 girls), separated into a gamified group (n = 35) and a control group (n = 37). Ten gamification sessions were performed using a technological app called ClassDojo. The gamified proposal was based on both a PBL model and an MDA model. A questionnaire, “Motivation Questionnaire in Physical Education” (CMEF-EP) was used to measure the motivation of the students before and after the intervention. An increase was observed in all the variables for the gamified group: intrinsic motivation (p < 0.001), identified regulation (p < 0.001), introjected regulation (p = 0.001), and external regulation (p = 0.002), except for the amotivation (p = 0.120). No changes were observed in the control group. A significant interaction effect over time was seen only for intrinsic motivation for the gamified group versus the control group (F(1) = 5.263; p = 0.025; η2 = 0.070). The results show the efficacy of gamification to increase the motivation of elementary physical education students. However, it does not decrease amotivation. This will enable the subject to contribute to achieving the United Nations’ proposed Sustainable Development Goal 4, which is to ‘Improve Quality Education’.This research was funded by University of Alicante, grant number XARXES-I3CE-2020-5097

The Gamification Influence as Marketing Medium on Intrinsic Motivation, Positive Emotion, Customer Engagement and Repurchase Intention

Since its launch, PT Tokopedia has been one of Indonesia's digital marketplaces that have rapidly expanded with its Gamification reward technique to promote sales. The researchers intend to measure the gamification method carried out by Tokopedia to its customers. This study aims to investigate the impact of Gamification on intrinsic motivation, positive emotion, and customer engagement. This study also examines the effect of Positive Emotion on the Repurchase Intention variable and the Gamification effect on the Repurchase Intention variable. This study employed descriptive-quantitative explanatory research as the research design and Self-determination theory as the framework of this research. The population in this study were Indonesian citizens with a minimum age of 17 years. Two hundred thirty respondents were collected as the sample through E-Questionnaires distributions. The structural Equation Model using the Variances Based SEM approach, well-known as Partial Least Square (PLS) framework, is employed in this study. The results reveal that Gamification has a positive and significant effect on intrinsic motivation, positive emotions, customer engagement, and repurchase intention

Optimising gamification using constructive competition and videogames

This thesis is concerned with the use of gamification to make studying more fun. Games are designed to be compulsive and enjoyable, so if we can apply game design principles to studying then it might increase student engagement. Gamification is the name given to this concept and describes how some game design principles (like points, leaderboards, competition, rewards, etc.) can be applied generically to non-gaming, real-world activities, like studying. Many commonly used game design principles, like those mentioned, are extrinsic motivators. For example, scoring points has nothing to do with learning times tables, but points can be used to motivate someone to learn maths. Extrinsic motivation like this can have negative side effects as people may feel pressure or stress, which can then reduce the inherent enjoyment of the activity. The joy of learning, the pleasure of practicing some skill, is known as intrinsic motivation. Some activities do not rely on intrinsic motivation; consider a worker performing a task that requires no creativity or imagination, something that can be learnt by rote. However, many activities require inquisitiveness and creativity, a key feature of intrinsic motivation; consider a student learning a new subject in a school. In these situations, great care must be taken when using extrinsic motivation (a key part of gamification) such that it does not reduce someone’s intrinsic motivation. Historically, this was not well understood and gamification was used inappropriately in environments such as schools where reductions in intrinsic motivation could not be tolerated (Deci, Koestner, & Ryan, 2001). In an education setting, where there are concerns around intrinsic motivation, anda gamification approach could feel ‘tacked on’; custom designed educational games are often preferred as they can capture the essence of the activity directly. Therefore they are usually seen as more beneficial and less prone to reducing intrinsic motivation, but are often expensive and inflexible (Egenfeldt-Nielsen, 2005). Gamification can be cheaper, more flexible and easier to embed within existing learning activities (Sebastian Deterding, Dixon, Khaled, & Nacke, 2011).In these studies, gamification with constructive competition was used to engagestudents, without using extrinsic motivational levers (e.g. real-world reward and compulsory participation) that may reduce intrinsic motivation. This thesis provides a theoretical and empirical exploration of “constructive competition”: design techniques that seek to minimise gamification’s negative effect on intrinsic motivation. Two studies are described which detail the development of a new approach to gamification design based on constructive competition and its use in classes with computing students. A mobile gamification application called 'Unicraft' was developed to investigate these ideas, and the results of the studies suggest that it is possible to design for constructive competition and create positive gamification experiences. Full results and implications are presented, providing guidelines on gamification design best practice, development methodology and an example technical implementation using mobile devices

Gamification through leaderboards : an empirical study in engineering education

Universities are looking for solutions to engage more students in STEM domains and enhance their learning performance (LP). In this context, gamification is put forward as a solution to achieve this aim. The present study examined the effect of gamification – building on leaderboards ‐ on LP. Furthermore, mediating variables, such as intrinsic motivation, self‐efficacy, engagement, and background variables, such as sex, previous gaming experience, and undergraduate major, were considered. A pretest‐posttest quasi‐experimental design with an experimental and a control condition was set up (n = 89) in an Introductory Computer Programming course. We observed a significant improvement in the LP of students in the gamified condition. However, no interaction effect was detected, due to mediating and background variables. The high learning gain is a favorable indicator that gamification might be a promising approach to promote STEM programs

On motivational tools of gamification in higher education: Theoretical aspect

The digital turn in Russian education brings to the fore the problem of students' motivation, engagement and enjoyment. It is one of the most challenging problems inherent in all forms and levels of education, especially in e-learning. It can be partially solved through gamification. In foreign countries, gamification is a recognized technology having methodological and didactic advantages; it has been actively studied and used for many years. In Russia, this promising and popular technology has been addressed and started developing only recently. It should be noted that most studies on gamification (both Russian and foreign) tend to focus on its stimulus-response patterns without delving into its motivational capabilities underlying its efficiency. There is not enough understanding of the differences between external and internal motivations and their role in gamification to create a long-term and sustainable effect. Our research intends to make a theoretical contribution to this field. For this purpose, we look into gamification in terms of philosophical and cultural approaches and analyze motivation theories with regard to gamification. We will use the key concepts of philosophy of pragmatism and social phenomenology and the Self-Determination Theory (SDT), the flow theory and the Transactional analysis (TA) as a theoretical and methodological framework. The philosophical concepts that we took as a theoretical and methodological basis have never been used in gamification analysis. Thus, they represent scientific novelty of our research. Based on the research results, the authors substantiate the thesis that intrinsic motivation plays an essential (but not an exclusive!) role in gamification. It is game thinking that contributes to the formation of internal motivation, in contrast to the game mechanics ('points, badges and leaderboards'), which is focused on external motivation. Showed that gamification is quite a challenging technology; when it is used, priority attention should be given to maintaining the balance between its utilitarian (educational) and hedonic (recreational) functions. In gamification, as distinct from any games (real and digital), entertainment is a method rather than a purpose; forgetting this obvious fact is fraught with negative consequences. It is concluded that gamification should never be seen as a universal remedy. © 2020 LLC Ecological Help. All rights reserved

A study of gamification effectiveness

Studies have shown that gamification increases motivation and user experience when it comes to a certain behavior or completing a process. Gamification is often deeply associated with naïve animations and stylized text. This paper addresses the effect that visual representation has on the motivation of a subject by measuring their motivation after completing a mundane process, with entertaining gamification elements as well as gamification elements presented in plain text. For the purposes of this study a within subject design was used to gather data. Participants completed a mundane task three times, once without any gamification elements, once with pragmatic feedback and once with entertaining feedback. After completion the participants filled out the same Likert scale survey. The results were evaluated using the Wilcoxon Signed-Ranks test method, indicated that there was not a significant difference in user motivation between the visually stylized and plain text feedback. If conducted on a larger scale, this discovery could lead to a reduction time and cost for gamification development

Using Gamification to Motivate Students with Dyslexia

The concept of gamification is receiving increasing attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a set of provisional implications for gamification distilling opportunities for future pedagogical uses, gamification design for special education and methodological approaches to how gamification is studied