Using Gamification to Support Users’ Adoption of Contextual Achievement Goals

Gamification is a promising approach for motivating and engaging users in nongame tasks. However, theoretical support on why and how gamification enhances users’ motivation or behavior is limited. Considering the concepts of goal orientation and goal structure suggested by achievement goal theory, we prescribe gamification design as purposely creating goal structures to support users’ goal adoption and achievement behaviors. This conceptual work addresses the question: what types of achievement goals can be associated with gamification design? Particularly, how can the use of gamification design help construct goal structures to support users’ goal adoption? Adapting achievement goal theory, we identify three sets of achievement goals, namely, cognitive competence, social competence, and social purpose, and develop six propositions on gamification design. Each proposition is illustrated with empirical examples from the literature. This research contributes to the theoretical advancement of gamification design and provides additional insights into the motivational design of information systems

Introduction to the Minitrack on Gamification

Non peer reviewe

Contextualizing Gamification Design: Using Extended Achievement Goal Theory to Understand College Learner Differences

Gamification is considered a promising approach to motivating learners. Yet, existing research found an inconsistent motivating impact of gamification designs. This paper explores individual differences in gamification design in the college learning context. Drawing upon the extended achievement goal theory, we posit that individuals’ academic and social achievement goal orientations can portray user types for gamification designs in a learning environment. Using data collected from college students, we validate an instrument to measure college learners’ achievement goal orientations. We subsequently identify three clusters of learners: the Self-image Worriers, the Minimizers, and the Eager Learners. We name this learner taxonomy ASGOL (Academic and Social Goal Orientation Learners). We speculate about gamification design implications for supporting all ASGOL types

Gamification as a Way of Facilitating Emotions During Information-Seeking Behaviour: A Systematic Review of Previous Research

Games and game elements have been studied and applied in various domains to encourage sustainable behaviours, often without a clear understanding of how they achieve these effects. One unconventional domain is the management of emotions during information seeking. This paper presents a review of current research literature covering gamification and game elements beyond entertainment and outlines their theoretical practicalities. A total of 40 records from different perspectives were reviewed studying the effects or user perceptions of gamification within motivation, emotions and information-seeking. The results reported in the reviewed records indicate that applying gamification is a promising approach for managing emotions in the information-seeking research process. However, the study identified shortcomings, thematic gaps, and the direction of future research which is discussed in this paper

101UP: Implementation of a Gamified Curriculum to Increase Self-Regulated Learning Skills and Motivation for at-Risk Students in a First-Year Experience Course— an Action Research Study

The transition to college from high school is significant for at-risk students, especially as they tend to struggle with self-regulated learning skills when trying to adapt to the university environment. In an attempt to mitigate this challenge and assist students with this transition, many universities offer first-year experience courses. Nationally, however, a quarter of freshmen students still drop out before their sophomore year. The purpose of this action-based research study was to evaluate the implementation of a gamified curriculum for at-risk students enrolled in a university first-year experience course. The first research question in this study explored how and in what ways the implementation of a gamified curriculum impacted at-risk students’ self-regulated learning skills. The second question explored how and in what ways the implementation of a gamified curriculum impacted at-risk students’ motivation. The third question examined at-risk students’ perceptions about the gamified curriculum on the quality of their learning experience. This seven-week action research study incorporated a gamified curriculum designed to increase self-regulatory learning skills (goal setting, strategic planning, task strategies, self-instruction, help-seeking, and metacognitive monitoring) and motivation (choice, control, collaboration, challenge, constructing meaning, and consequences) for 10 academically at-risk students enrolled in a first-year experience course. I analyzed qualitative and quantitative data to include the Learning and Study Strategy Inventory (LASSI) instrument, journal reflection assignments, a Final Self-Reflection Learning Quest, gamification elements, and learning management system (LMS) metrics. The LASSI pretest and posttest results were analyzed using descriptive statistics as well as inferential statistics including a series of paired sample t-tests. Findings from this study indicated that although only one subscale of the LASSI, Self Testing, was found to be statistically significant, correlations were found between various gamification elements and the subscales of Information Processing, Concentration, and Using Academic Resources. Additionally, as a result of various cycles of coding and the emergence of themes, findings suggested that students perceived the gamified curriculum as helping to improve their academic mindset, study habits, and motivation, all while making their learning easier. Implications for instructors considering the implementation of a gamified curriculum and future areas of research are offered