Enhancing Intrinsic Learning Motivation through Gamification: A Self-Determination Theory Perspective

Autor/inn/en	Luarn, Pin; Chen, Chiao-Chieh; Chiu, Yu-Ping
Titel	Enhancing Intrinsic Learning Motivation through Gamification: A Self-Determination Theory Perspective
Quelle	In: International Journal of Information and Learning Technology, 40 (2023) 5, S.413-424 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chiu, Yu-Ping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-07-2022-0145
Schlagwörter	Learning Motivation; Gamification; Self Determination; Learner Engagement; Interpersonal Relationship; Competence; Personal Autonomy; Social Behavior; Academic Achievement + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Selbstbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenz; Individuelle Autonomie; Social behaviour; Soziales Verhalten; Schulleistung
Abstract	Purpose: The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack of empirical evidence on whether and how gamification may be able to improve learning motivation. Specifically, this study aims at exploring the antecedents and consequences of intrinsic learning motivation and its mediating role in gamification context. Design/methodology/approach: A survey method was used to gather the information from students, and regression analysis was used to examine the relationship between three categories of gamification features (social, achievement and immersion), and intrinsic learning motivation. Moreover, this study further used self-determination theory to clarify how students' psychological needs (relatedness, competence and autonomy) mediate the effects of gamification and learning motivation. Findings: Results showed that social, achievement and immersion features are key aspects that impact students' intrinsic motivation. The psychological needs of students can further enhance these relationships. Originality/value: Overall, the findings illuminate the unique motivations for learning and reveal design strategies that can be implemented to improve teaching through gamification features. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01