Science to practice: Does gamification enhance intrinsic motivation?

2022 ◽  
pp. 146978742110668
Author(s):  
Matthew Jones ◽  
Jedediah E Blanton ◽  
Rachel E Williams
Keyword(s):  
Intrinsic Motivation ◽  
Online Survey ◽  
Course Design ◽  
Design Method ◽  
Empirical Support ◽  
Self Determination Theory ◽  
Locus Of Causality ◽  
Course Work ◽  
Zero Points ◽  
Anxiety Questionnaire

Self-determination theory (SDT) has empirical support in understanding and enhancing motivation in a variety of contexts, including education settings. Niemac and Ryan have highlighted that using SDT in course design can lead to stronger fulfilment of an internal locus of causality regarding course work. One course design method anchored in SDT is gameful learning—structuring tasks that support intrinsic motivation, primarily increasing autonomy over learning. A gamified classroom (GC) may offer more assignments and points than minimally necessary for students to earn a passing mark, allowing students choice in which projects to pursue. Further research is needed to examine the degree to which students’ motivations differ between a GC and a non-gamified classroom (NGC). The purpose of the current study was to determine if students in a GC were more intrinsically motivated than students in NGC. Students were enrolled in an undergraduate kinesiology course using a GC design ( n = 24) or NGC design ( n = 26) and completed an online survey – derived from the intrinsic motivation inventory and the test anxiety questionnaire—at the beginning and end of the semester. In the GC, students started with zero points, and were offered multiple assignments with scaffolded difficulty to reach their desired grade. The NGC used a traditional 100% grade range, with only required assignments and exams, and students lost points for inadequate or inaccurate responses. Following analyses, it was revealed that students in the GC had higher perceptions of autonomy and competence than students in the NGC. Where these differences exist over time, along with differences in other subscales, will be discussed further. Educators seeking to enhance student motivation and engagement may therefore look to gamification as an appropriate methodology.

Creating an intrinsic-motivation-driven course design method

2013 ◽  
Author(s):  
Geoffrey L. Herman ◽  
Kathryn Trenshaw ◽  
David E. Goldberg ◽  
Jonathan Stolk ◽  
Mark Somerville
Keyword(s):  
Intrinsic Motivation ◽  
Course Design ◽  
Design Method

scholarly journals A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Neil Martin ◽  
Nick Kelly ◽  
Peter Terry
Keyword(s):  
Intrinsic Motivation ◽  
Course Design ◽  
Online Courses ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Sport Performance ◽  
Basic Psychological Needs ◽  
Massive Open Online Courses ◽  
Self Determination ◽  
Massive Open Online

In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework to a MOOC titled “Elite Sport Performance: Psychological Perspectives”. Satisfying basic psychological needs is theorised as central to course design in order to foster intrinsic motivation, optimise engagement, and improve the retention of course participants. We chronicle the design, implementation, and evaluation of the course, providing examples of support features and learning activities. The course was offered over a period of four months, receiving more than 1000 registrations from across the world. Engagement measures, completion indices, and intrinsic motivation scores are reported as well as sample testimonies from learners. Results offer preliminary evidence that a design framework incorporating self-determination theory has utility in the development of MOOCs that successfully engage learners.

scholarly journals THE RELATIONSHIP BETWEEN BASIC PSYCHOLOGICAL NEEDS, MOTIVATION AND SELF-EFFICACY IN A SAMPLE OF SECONDARY AND HIGH-SCHOOL CHILDREN FROM CLUJ-NAPOCA, ROMANIA.

2021 ◽  
Vol 66 (1) ◽  
pp. 77-90
Author(s):  
Antonia Mărincaș ◽  
Daniela Dumulescu ◽  
Sebastian Pintea ◽  
Nicolae-Adrian Opre
Keyword(s):  
Intrinsic Motivation ◽  
Psychological Health ◽  
Self Efficacy ◽  
Online Survey ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
School Students ◽  
The Relationship

"Motivation is the key force that drives the individual. According to Self-Determination Theory (Ryan & Deci, 2000), human motivation is regulated by the degree to which personal intentions are autonomous or controlled. On the other hand, human behaviour is determined by three basic needs (competence, autonomy and relatedness) which contribute to intrinsic motivation and psychological health. This study has investigated the relationship between basic psychological needs and different types of motivation in an educational context. The research included a large sample of school students from 5th to 12th grade, enrolled in two schools from Cluj-Napoca, Romania (N = 363). All participants completed an online survey aimed to evaluate student’s fulfilment of their basic psychological needs, their motivation and self-efficacy regarding Romanian literature lessons. Results showed that autonomy, competence and relatedness correlated with intrinsic motivation. Moreover, the regression results showed that basic psychological needs predicted half of the variance in intrinsic motivation. The outcomes of this study also revealed that girls displayed higher scores on self-efficacy, autonomy and identified regulation as compared to boys. Keywords: self-determination theory, self-regulated learning, intrinsic motivation, basic psychological needs, autonomy, competence, relatedness, self-efficacy "

scholarly journals Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

2018 ◽  
Vol 10 (10) ◽  
pp. 3613 ◽  
Author(s):  
Antonio Baena-Extremera ◽  
Antonio Granero-Gallegos ◽  
Raúl Baños ◽  
María Ortiz-Camacho
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Structural Model ◽  
Structural Equation Models ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Locus Of Causality

Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education.

Intrinsic Motivation, Psychological Needs, and Competition

2021 ◽  
Author(s):  
Richard M. Ryan ◽  
Johnmarshall Reeve
Keyword(s):  
Intrinsic Motivation ◽  
Negative Feedback ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Negative Effects ◽  
Theory Analysis ◽  
Relevant Feedback ◽  
Competitive Outcomes ◽  
Ego Involvement

Competition is an apt place to experience intrinsic motivation, as competitive settings are often rich with optimal challenges and immediate, effectance-relevant feedback. Yet competition can also undermine intrinsic motivation and sustained engagement by introducing controlling pressures and negative feedback. To explain the contrasting effects of competitive settings on intrinsic motivation, this chapter presents a self-determination theory analysis. According to the theory, when elements of competitive settings are experienced as controlling or pressuring, they undermine competitors’ autonomy, decreasing intrinsic motivation. However, when these elements are perceived as both non-controlling and competence-informing, they can satisfy both autonomy and competence needs, enhancing intrinsic motivation. Unpacking these motivational crosscurrents, the authors identify the motivational implications of different elements of competition, including competitive set, pressure to win, feedback and competitive outcomes, challenge, leaders’ motivating styles, team interpersonal climate, and intrapersonal events such as ego-involvement. The authors also examine both positive and negative effects of competition on the need for relatedness. The chapter concludes by discussing how conditions that foster the need-satisfying aspects of competition not only enhance intrinsic motivation but also help prevent the emergence of competition’s darker sides, such as cheating, doping, objectifying opponents, aggression, and poor sportspersonship.

Self-determination theory and motivation for music

2017 ◽  
Vol 46 (5) ◽  
pp. 699-715 ◽  
Author(s):  
Peter D. MacIntyre ◽  
Ben Schnare ◽  
Jessica Ross
Keyword(s):  
Online Survey ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Self Determination ◽  
Music Learning ◽  
Motivational Constructs ◽  
Motivational Intensity ◽  
Proposed Model ◽  
And Performance ◽  
Virtuous Cycle

Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.

Does Public Service Motivation Always Lead to Organizational Commitment? Examining the Moderating Roles of Intrinsic Motivation and Ethical Leadership

2017 ◽  
Vol 46 (3) ◽  
pp. 211-238 ◽  
Author(s):  
Wisanupong Potipiroon ◽  
Michael T. Ford
Keyword(s):  
Organizational Commitment ◽  
Intrinsic Motivation ◽  
Public Service ◽  
Ethical Leadership ◽  
Public Management ◽  
Self Determination Theory ◽  
Public Service Motivation ◽  
Self Determination ◽  
Public Employees ◽  
Contingency Perspective

Much of the work in public management indicates that public service motivation (PSM) generally leads to higher levels of organizational commitment. We argue that this relationship is more complex than generally assumed. First, drawing from self-determination theory, we propose that intrinsic motivation is conceptually distinct from PSM and that the two variables could interact. Second, drawing from the fit perspective, we further propose that ethical leadership is a contextual variable that will enhance the effect of PSM. A field study of public employees in Thailand provides support for this contingency perspective. We found that intrinsic motivation moderated the effect of PSM, such that the effect was positive only for individuals with high-intrinsic motivation but negative for those with low-intrinsic motivation. Furthermore, our analysis revealed a three-way interaction, which indicated that PSM was most positively related to organizational commitment when accompanied by high-intrinsic motivation and ethical leadership.

E-mass customization: Effects of self-congruity and functional congruity on consumer responses

2016 ◽  
Vol 44 (8) ◽  
pp. 1379-1394 ◽  
Author(s):  
Minjung Park ◽  
Jungmin Yoo
Keyword(s):  
Mass Customization ◽  
Online Survey ◽  
Empirical Support ◽  
Perceived Quality ◽  
Ideal Self ◽  
Self Monitoring ◽  
Consumer Responses ◽  
Online Shoppers ◽  
Functional Congruity ◽  
New Perspective

Following the increasing popularity of mass customization in the online retailing environment, we investigated the effects of self-congruity and functional congruity on consumer responses. Female online shoppers (N = 303) in South Korea participated in an online survey. The results showed that the match between ideal self-concept and the customized product was a strong determinant of emotional product attachment. Functional congruity influenced emotional product attachment and perceived quality, which, in turn, influenced behavioral intentions. We also observed a moderating role of self-monitoring, such that, for high self-monitors ideal congruity influenced emotional product attachment, whereas for low self-monitors functional congruity influenced emotional product attachment and perceived quality. Thus, we provided both empirical support for the effects of ideal congruity and functional congruity on consumer responses in an online mass customization context, and a new perspective for those seeking to enhance the effectiveness of mass customization.

scholarly journals Motivaciones para la práctica deportiva en escolares federados y no federados (Motivations for practicing sports in federate and non-federate students)

Retos ◽  
2015 ◽  
pp. 80-84
Author(s):  
Manuel Isorna Folgar ◽  
Antonio Rial Boubeta ◽  
Raquel Vaquero-Cristóbal
Keyword(s):  
Physical Exercise ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Female Students ◽  
Self Determination ◽  
Men Students ◽  
External Regulation ◽  
Motivational Profile ◽  
Las Mujeres ◽  
Identified Regulation

En este artículo se analiza el perfil motivacional hacia la práctica de ejercicio físico entre los escolares de varios centros educativos a través de la Teoría de la Autodeterminación de Deci y Ryan, diferenciando los resultados en función del sexo, el modo de la práctica deportiva (federado vs. no federado) y el deporte practicado; así como conocer la influencia de la implantación de una unidad de iniciación en el ámbito escolar en la práctica de este deporte en horario extracurricular. Un total de 306 alumnos/as de 5º de primaria a 4º de la Educación Secundaria Obligatoria (ESO) con edades comprendidas entre los 9 y 16 años, los cuales pertenecían a centros educativos en los cuales se había dado una unidad didáctica de iniciación al piragüismo, completaron la versión en castellano del BREQ-2. Los resultados mostraron que sólo el 57.2% de los sujetos practicaban deporte federado, siendo la mayoría de ellos hombres. Se ha encontrado que los estudiantes tenían puntuaciones altas en motivación intrínseca, moderadas en regulación identificada y regulación introyectada, bajas en regulación externa y muy bajas en desmotivación, mostrando quienes practican deporte federado unos niveles más altos de motivación intrínseca y la regulación identificada que los que hacían deporte no federado. Los hombres mostraron una mayor motivación intrínseca que las mujeres. No se encontraron diferencias en función de la modalidad deportiva practicada. El fútbol fue el deporte más practicado, seguido del piragüismo y el baloncesto.Palabras clave: deporte, deporte federado, adolescentes, autodeterminación, ejercicio físico, piragüismo.Abstract: This paper analyzes the motivational profile in physical exercise among students from various schools with the Deci & Ryan’ self-determination theory. The results were divided according to sex, mode of sport (federated vs non-federated) and the sport modality, as well as know the influence of the implantation of an initiation unit in the school in the practice of this sport in extracurricular schedule. A total of 306 male / female students from Elementary 5th to 4º ESO, with ages between 9 and 16, who belonged to schools in which there had been teaching a didactical unit of initiation to canoeing, completed the Spanish version of the BREQ-2. The results showed only a 57.2% of the students did federate sport, most of them being men. Students had high scores in intrinsic motivation, moderate scores in identified regulation and introjected regulation, low scores in external regulation, and very low scores in demotivation. Federated sport practitioners showing higher levels of intrinsic motivation and identified regulation than those who did not federated sport. Men showed greater intrinsic motivation than women. No differences were found depending on the sport modality practiced. Football is the most popular sport, followed by canoeing and basketball.Key words: sport, federated sport, teenagers, self-determination, physical exercise, canoeing.

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