scholarly journals User Engagement in Gamified Online Learning System

2021 ◽  
Vol 8 (5) ◽  
pp. p46
Author(s):  
Sushil Shrestha ◽  
Manish Joshi ◽  
Akash Bashyal ◽  
Arun Timilsina
Keyword(s):  
Online Learning ◽  
User Behavior ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Learning System ◽  
Self Determination ◽  
User Engagement ◽  
Psychological Perspective ◽  
User Interactions ◽  
Main Determinants

The study in this research has demonstrated the effectiveness of gamification in changing user behavior and improving user engagement from a psychological perspective. To achieve that, gamification features are integrated in an Online Learning (OL) system. The study is based on self-determination theory, which states that people are motivated to grow and change when three innate psychological needs: competence, autonomy, and relevance are satisfied. Gamification features that can positively support psychological needs are identified through various literature studies and implemented in OL systems. Hence this research is based on a design-based approach in which a tool is developed to observe different behaviors and activities of the students and measure the user engagement directly from the user interactions in an OL system. The results suggest that two psychological needs: competence and relatedness are the main determinants of engagement. The findings suggest that students showed significant user engagement in a gamified OL system. Instructors, students, and researchers (working in the area for improving OL systems) are highly benefited by this research.

Frustration and Violence in Mobile Video Games

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek
Keyword(s):  
Video Games ◽  
Video Game ◽  
Implicit Association Test ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mobile Video ◽  
Violent Content ◽  
Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

Supportive housing building policies and resident psychological needs: a qualitative analysis using self-determination theory

2021 ◽  
pp. 1-20
Author(s):  
Heather Burgess ◽  
Anna Vorobyova ◽  
Megan Marziali ◽  
Katrina Koehn ◽  
Kate Jongbloed ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Supportive Housing

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.

A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention

2020 ◽  
pp. 1-10
Author(s):  
Roberto Ferriz ◽  
Alejandro Jiménez-Loaisa ◽  
David González-Cutre ◽  
María Romero-Elías ◽  
Vicente J. Beltrán-Carrillo
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Motivational Strategies ◽  
School Based ◽  
Parents Experiences

Purpose: Adolescents’ and parents’ experiences within a multidimensional school-based physical activity intervention grounded on self-determination theory were explored. Method: Qualitative data from 29 adolescents (aged 15–17 years) and three parents on behalf of the total students’ families were collected via participant observation (research diary), semistructured interviews, and focus groups. Results: Adolescents perceived that the application of motivational strategies, based on self-determination theory, satisfied their basic psychological needs for autonomy, competence and relatedness, favored self-determined motivation, and gave rise to adaptive consequences (improved physical activity knowledge, creation of affective bonds, and increased leisure-time physical activity). These results were supported by the information reported by the students’ parents. Discussion/Conclusions: The findings support the implementation of self-determination theory-based multidimensional interventions to promote adolescents’ physical activity participation. This study also presents several motivational strategies which could be useful for the design and implementation of future school-based physical activity interventions.

Listen and you will see the person through the dementia

2022 ◽  
Vol 7 (2) ◽  
pp. 88-97
Author(s):  
Rita Estrada
Keyword(s):  
Communication Skills ◽  
Psychological Assessment ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Supportive Psychotherapy ◽  
Psychological Need ◽  
Person Centered Care ◽  
Centered Care

Dementia is an ever-increasing health and social problem, with a growing number of people being affected worldwide. As dementia progresses, dependency on others increases, requiring the presence of caregivers. Caregivers tend to focus on the diagnosis itself – dementia – which makes it difficult to see the person in their uniqueness. The person is there, and can be seen by listening, which requires time and communication skills. The voices of older adults living with several types of dementia, collected while working as a psychologist in a nursing home, are presented in the first person to bring forward the person they are. These excerpts of interactions illustrate the basic psychological need of relatedness, which is built through interaction, stories, and touch, and the needs of competence and autonomy. The framework of this paper encompasses validation therapy, person-centered care, and self-determination theory. Two conclusions emerge: Seeing the person through the dementia enables an adequate psychological assessment and a helpful supportive psychotherapy, and it also makes us acknowledge and help satisfy the three basic psychological needs of relatedness, competence, and autonomy.

scholarly journals Impact of a residential program on the psychological needs, motivation and physical activity of obese adults: A controlled trial based on Self-Determination Theory

2018 ◽  
pp. 33-40
Author(s):  
Julie Boiché ◽  
Mathieu Gourlan ◽  
Léna Rubin
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Standard Care ◽  
Controlled Trial ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Control Group ◽  
Obese Adults ◽  
Perceived Relatedness

Purpose: This study aimed to examine the increased benefits of a Self Determination Theory (SDT)-based motivational component on psychological needs’ fulfillment, self-determined motivation and Physical Activity (PA) of obese patients taking part in a rehabilitation program. Methods: Fourty-nine obese adults (mean age = 52 years, mean BMI = 38.25 kg/m2) attended a 3-week residential intervention. Patients in the Motivation group (n = 24) received a standard care plus SDT-based intervention (i.e., improved supervised PA sessions + a 1-hour motivational session). Patients in the Control group (n = 25) only benefited from standard care. Psychological needs and motivation were measured at baseline, at the end of the program and one month after. PA was measured at baseline and one month after the end of the program. Repeated measures ANOVAs were performed to compare the evolution of the variables between groups. Results: The results indicated that participants from both groups displayed significant changes in their perceived autonomy, relatedness, intrinsic motivation and integrated regulation between the beginning and the end of the program. Next, participants from both groups showed a decrease in perceived relatedness between the end of the program and one month after. Last, the participants from the Motivation group reported greater increase of their PA scores between the beginning of the program and one month after as compared to those in the Control group. Conclusions: Obesity interventions should integrate motivational components in order to promote behavior maintenance after programs have ended.

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