Over the last few years, the concept of gamification has received increasing attention from a number of researchers, especially in education fields, as a tool to improve student performance by increasing motivation and engagement. However, previous research has not attempted to empirically investigate the effects of game elements on the quality of motivation (i.e., intrinsic and extrinsic motivation). Thus, this study investigates in detail the relationship between gamification and motivation through the lens of self-determination theory and seeks to determine whether gamification can maintain student motivation for the duration of an entire semester. The experiment was conducted in the fall semesters of 2016 and 2017 with 122 students (63 in 2016, 59 in 2017). Overall, the results showed that (1) gamification can maintain student motivation over the course of the semester and (2) gamification positively affects intrinsic and extrinsic motivation, negatively affects amotivation, and may, therefore, positively affect academic performance.
|Original language||English (US)|
|Number of pages||15|
|Journal||International Journal of Engineering Education|
|State||Published - 2020|
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