Abstract
Gamification, the use of game design elements in non-game contexts, has become a promising strategy for enhancing learners’ motivation, engagement, and performance. However, our understanding of how the motivational affordances of gamification interact with the motivational drivers engendered by a learning activity is still limited. In most of the studies the focus is on the role of the incorporated gamification elements, disregarding motivational factors associated with the learning activity, such as perceived utility, expectancy of success, and needed effort to complete it. Expectancy-Value model offers a practical method for estimating the level and quality of learners’ motivation towards a particular task as it accounts for both intrinsic and extrinsic motivators. Employing this model can shed a new light on the motivational potential of educational gamification. Accordingly, in this paper we present experiments with Expectancy-Value-Cost scale (EVC) as an instrument for estimating the level of students’ motivation towards a gamified learning activity. We studied empirically how the motivational factors measured by EVC relate to the level of learners’ engagement in gamified practicing and assessed their predictive qualities.
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This material is based upon work funded by NSF Project #1821189. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the NSF’s views.
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Dichev, C., Dicheva, D., Ismailova, R. (2023). Motivators Matter When Gamifying Learning Activities. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_89
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