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The Effects of Gamified Learning Environment on the Intrinsic Motivation, Psychological Need Satisfaction, and Performance of Online Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Gamified Learning Environment on the Intrinsic Motivation, Psychological Need Satisfaction, and Performance of Online Students./
Author:	Balci, Sebiha.
Description:	1 online resource (121 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
Subject:	Technology education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30292572click for full text (PQDT)
ISBN:	9798358497504

The Effects of Gamified Learning Environment on the Intrinsic Motivation, Psychological Need Satisfaction, and Performance of Online Students.
Balci, Sebiha.

The Effects of Gamified Learning Environment on the Intrinsic Motivation, Psychological Need Satisfaction, and Performance of Online Students. - 1 online resource (121 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ph.D.)--Kent State University, 2022.

Includes bibliographical references

Gamification is a promising method proposed to solve the motivational problems of online learners and enhance their performance. However, the evidence regarding why and how gamification might work and its effects on these outcomes is inconclusive. In order to provide more evidence to the ongoing discussion in the gamification field, the current study searched for the effectiveness of gamification on the intrinsic motivation, the psychological need satisfaction, and the performance of online learners. Applying the tenets of self-determination theory as a theoretical background, a gamified online learning environment with badges and freedom of choice was created in the TalentLMS. The results showed that badges have the potential to decrease the intrinsic motivation of learners and they do not fulfill the need for competence. However, freedom of choice indirectly increases the intrinsic motivation of learners through fulfilling the need for autonomy. Neither badges nor freedom of choice increased the performance of learners. In addition, it was found that different badge implementation designs (expected badges versus unexpected badges) yielded similar nonsignificant results. The theoretical and practical implications of the study are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798358497504Subjects--Topical Terms:

3423978
Technology education.
Subjects--Index Terms:

GamificationIndex Terms--Genre/Form:

542853
Electronic books.

The Effects of Gamified Learning Environment on the Intrinsic Motivation, Psychological Need Satisfaction, and Performance of Online Students.
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500 $a Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
500 $a Advisor: Morris, Bradley J.
502 $a Thesis (Ph.D.)--Kent State University, 2022.
504 $a Includes bibliographical references
520 $a Gamification is a promising method proposed to solve the motivational problems of online learners and enhance their performance. However, the evidence regarding why and how gamification might work and its effects on these outcomes is inconclusive. In order to provide more evidence to the ongoing discussion in the gamification field, the current study searched for the effectiveness of gamification on the intrinsic motivation, the psychological need satisfaction, and the performance of online learners. Applying the tenets of self-determination theory as a theoretical background, a gamified online learning environment with badges and freedom of choice was created in the TalentLMS. The results showed that badges have the potential to decrease the intrinsic motivation of learners and they do not fulfill the need for competence. However, freedom of choice indirectly increases the intrinsic motivation of learners through fulfilling the need for autonomy. Neither badges nor freedom of choice increased the performance of learners. In addition, it was found that different badge implementation designs (expected badges versus unexpected badges) yielded similar nonsignificant results. The theoretical and practical implications of the study are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Technology education. $3 3423978
650 4 $a Educational technology. $3 517670
650 4 $a Educational psychology. $3 517650
650 4 $a Instructional design. $3 3172279
653 $a Gamification
653 $a Badges
653 $a Choice
653 $a Self-determination theory
653 $a Intrinsic motivation
653 $a Psychological need satisfaction
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710 2 $a Kent State University. $b College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences. $3 3696301
773 0 $t Dissertations Abstracts International $g 84-07A.
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