Abstract
Self-directed learning is of critical importance in adult learning, for example, when taking part in online courses or learning at universities. To work on a challenging topic continuously requires learners to self-motivate. By applying self-determination theory to address the basic psychological needs for competence, autonomy and relatedness, the internalisation of motivation can be fostered. We implemented a learning environment, which addresses these needs using gamification elements to scaffold situational motivation, and compared it with a control version in a user study to investigate the effect of the implemented gamification elements on the internalization of situational motivation. Our results show an internalization of situational motivation with significantly higher internalised and significantly lower extrinsic situational motivation in the gamified version relative to the control condition.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abar, B., Loken, E.: Self-regulated learning and self-directed study in a pre-college sample. Learn. Individ. Differ. 20(1), 25–29 (2010)
Agapito, J.L., Rodrigo, M.M.T.: Investigating the impact of a meaningful gamification-based intervention on novice programmers’ achievement. In: Penstein Rosé, C., et al. (eds.) AIED 2018. LNCS (LNAI), vol. 10947, pp. 3–16. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-93843-1_1
Barata, G., Gama, S., Jorge, J., Gonçalves, D.: Improving participation and learning with gamification. In: Nacke, L.E., Harrigan, K., Randall, N. (eds.) Proceedings of the First International Conference on Gameful Design, Research, and Applications - Gamification 2013, pp. 10–17. ACM Press, New York (2013)
Burton, K.D., Lydon, J.E., D’Alessandro, D.U., Koestner, R.: The differential effects of intrinsic and identified motivation on well-being and performance: prospective, experimental, and implicit approaches to self-determination theory. J. Pers. Soc. Psychol. 91(4), 750 (2006)
Chang, J.W., Wei, H.Y.: Exploring the possibility of using humanoid robots as instructional tools for teaching a second language in primary school. Educ. Technol. Soc. 19(2), 177–203 (2016)
Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., Emanuel, E.: The MOOC phenomenon: who takes massive open online courses and why? SSRN Electron. J. (2013)
Deci, E.L., Ryan, R.M.: Facilitating optimal motivation and psychological well-being across life’s domains. Can. Psychol. 49(1), 14 (2008)
Deci, E.L., Ryan, R.M.: Self-Determination Theory, pp. 416–437. Sage Publications, Inc. (2011)
Deci, E.L., Schwartz, A.J., Sheinman, L., Ryan, R.M.: An instrument to assess adults’ orientations toward control versus autonomy with children: reflections on intrinsic motivation and perceived competence. J. Educ. Psychol. 73(5), 642–650 (1981). https://doi.org/10.1037/0022-0663.73.5.642
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., Noroozi, O.: Using gamification to support learning english as a second language: a systematic review. Comput. Assist. Lang. Learn. 1–24 (2019)
Deterding, S., Dixon, D., Khaled, R., Nacke, L.: From game design elements to gamefulness: defining gamification. In: Lugmayr, A., Franssila, H., Safran, C., Hammouda, I. (eds.) Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments - MindTrek 2011, pp. 9–15. ACM Press, New York (2011)
Dicheva, D., Dichev, C., Agre, G., Angelova, G.: Gamification in education: a systematic mapping study. Educ. Technol. Soc. 18, 75–88 (2015)
Efklides, A.: Interactions of metacognition with motivation and affect in self-regulated learning: the MASRL model. Educ. Psychol. 46(1), 6–25 (2011)
Guay, F., Vallerand, R.J., Blanchard, C.: On the assessment of situational intrinsic and extrinsic motivation: the situational motivation scale (SIMS). Motiv. Emot. 24(3), 175–213 (2000)
Hakulinen, L., Auvinen, T., Korhonen, A.: Empirical study on the effect of achievement badges in trakla2 online learning environment. In: 2013 Learning and Teaching in Computing and Engineering, pp. 47–54. IEEE (2013)
Jang, J., Park, J.J.Y., Yi, M.Y.: Gamification of online learning. In: Conati, C., Heffernan, N., Mitrovic, A., Verdejo, M.F. (eds.) AIED 2015. LNCS (LNAI), vol. 9112, pp. 646–649. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-19773-9_82
Kreidl, C.: Akzeptanz und Nutzung von E-Learning-Elementen an Hochschulen. Waxmann, Gründe für die Einführung und Kriterien der Anwendung von E-Learning. Münster (2011)
Laugwitz, B., Held, T., Schrepp, M.: Construction and evaluation of a user experience questionnaire. In: Holzinger, A. (ed.) USAB 2008. LNCS, vol. 5298, pp. 63–76. Springer, Heidelberg (2008). https://doi.org/10.1007/978-3-540-89350-9_6
Mega, C., Ronconi, L., de Beni, R.: What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. J. Educ. Psychol. 106(1), 121–131 (2014)
Nacke, L.E., Deterding, S.: The maturing of gamification research. Comput. Hum. Behav. 71, 450–454 (2017)
Park, S.Y.: An analysis of the technology acceptance model in understanding university students’ behavioral intention to use e-learning. Educ. Technol. Soc. 12(3), 150–162 (2009)
Rawendy, D., Ying, Y., Arifin, Y., Rosalin, K.: Design and development game Chinese language learning with gamification and using mnemonic method. Procedia Comput. Sci. 116, 61–67 (2017)
Sailer, M., Hense, J.U., Mayr, S.K., Mandl, H.: How gamification motivates: an experimental study of the effects of specific game design elements on psychological need satisfaction. Comput. Hum. Behav. 69, 371–380 (2017)
Seaborn, K., Fels, D.I.: Gamification in theory and action: a survey. Int. J. Hum Comput Stud. 74, 14–31 (2015)
Sheldon, K.M., Filak, V.: Manipulating autonomy, competence, and relatedness support in a game-learning context: new evidence that all three needs matter. Br. J. Soc. Psychol. 47(2), 267–283 (2008)
Toda, A.M., Valle, P.H.D., Isotani, S.: The dark side of gamification: an overview of negative effects of gamification in education. In: Cristea, A.I., Bittencourt, I.I., Lima, F. (eds.) HEFA 2017. CCIS, vol. 832, pp. 143–156. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-97934-2_9
Acknowledgments
We would like to thank Johanna Bogner for the preparation of the learning environment.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this paper
Cite this paper
Schaper, P., Riedmann, A., Lugrin, B. (2021). Internalisation of Situational Motivation in an E-Learning Scenario Using Gamification. In: Roll, I., McNamara, D., Sosnovsky, S., Luckin, R., Dimitrova, V. (eds) Artificial Intelligence in Education. AIED 2021. Lecture Notes in Computer Science(), vol 12749. Springer, Cham. https://doi.org/10.1007/978-3-030-78270-2_56
Download citation
DOI: https://doi.org/10.1007/978-3-030-78270-2_56
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-78269-6
Online ISBN: 978-3-030-78270-2
eBook Packages: Computer ScienceComputer Science (R0)