scholarly journals Meaningful gamification and students’ motivation: A strategy for scaffolding reading material

2018 ◽  
Vol 22 (2) ◽  
Author(s):  
Lynette Tan

Gamification is an innovative pedagogical strategy where digital games are used in an educational setting and as an aid to learning. Recent publications on gamification in the classroom investigate the concept of “meaningful gamification” where, in line with Ryan and Deci’s self-determination theory, competency, autonomy and relatedness are prioritized (Ryan and Deci, 2000, p. 68). The paradigm of meaningful gamification works well as a catalyst in motivating students to read background material and grasp key concepts that facilitate a flipped classroom, and this study measures the impact of this intervention by meaningful gaming on students’ motivation at a higher education level. The context for this study is the module ‘Women in Film’, which is part of the Ideas and Exposition Programme at the Centre for English Language Communication, National University of Singapore.

2016 ◽  
Vol 38 (5) ◽  
pp. 493-504 ◽  
Author(s):  
Andreas Stenling ◽  
Susanne Tafvelin

Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs’ daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.


2014 ◽  
Vol 28 (1) ◽  
pp. 71-81 ◽  
Author(s):  
Steven W. Rayburn

Purpose – The purpose of this article is to employ Self-Determination Theory to explain the mediated impact of work design – empowerment and serial and investiture socialization – on employee work affect. The theory proposes fulfilment of three psychological needs – autonomy, competence, and relatedness – will mediate individuals' ability to achieve contextually relevant well-being. An empirical study tests this claim and exposes the structure of the mediating effects. Design/methodology/approach – Survey responses were collected from a sample of 239 front-line service employees using snowball data collection. SEM was used to test hypotheses. Findings – Findings suggest that empowerment and serial and investiture socialization are significantly differentially related to need fulfilment. Additionally, all forms of need fulfilment do not directly influence employee affect. Instead, there are both direct and interactive effects that work simultaneously to influence employees' positive work affect. Practical implications – This study exposes specific work design levers managers can manipulate to benefit employees. This research highlights the different effects of specific work design variables on employee work affect. Originality/value – This paper extends understanding of Self-Determination Theory by exposing the direct and interactive effects of need fulfilment on work affect for service workers. Also, it delivers a deeper exploration of the impact of work design on employees by modelling multiple work design variables as well as process variables simultaneously to provide a more detailed picture of how work design influences employee work affect.


2021 ◽  
Vol 12 ◽  
Author(s):  
Jie Yang

Teachers’ continuing professional development (CPD) is a dynamic process that coordinates teachers’ external behavior and internal states. Most teachers participate in varied forms of CPD activities either voluntarily or contractually. The more motivated teachers are to engage in CPD, the more likely they achieve professional and personal growth. Against this backdrop, the current study, adopting the framework of self-determination theory (SDT), sought to investigate the types and levels of Chinese college TEFL (Teaching English as a Foreign Language, hereafter TEFL) teachers’ motivation toward CPD. The questionnaire survey was administered to 402 academics who taught the English language in diverse universities in China. The quantitative analysis showed that teachers exhibited stronger identified regulation and intrinsic motivation than external regulation. Specifically, the exploratory factor analysis identified five motivational orientations: inner-directed academic improvement and cognitive interest, academic self-fulfillment and obligation, academic and social responsibility, social recognition and promotion, lacking the intention for CPD, which corresponded to the SDT motivation continuum. To triangulate, further interviews were conducted with 12 TEFL teachers. The findings of the qualitative analysis—the thematic analysis through Nvivo (Version 12) on the open-ended question and the interviews, revealed that teachers’ struggles in CPD were mainly concerned with the school-related, CPD-related, and teacher-related problems. Moreover, a big gap between teachers’ needs and contextual support was found to be bridged. Based on the findings, this study proposed that social conditions should support teachers’ basic psychological needs in order to sustain and enhance TEFL teachers’ motivation for CPD.


Kinesiology ◽  
2016 ◽  
Vol 48 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Ricardo Cuevas ◽  
Luis Miguel García-López ◽  
Jaime Serra-Olivares

Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.


2012 ◽  
Vol 8 (2) ◽  
pp. 23-42 ◽  
Author(s):  
Judith Welschen ◽  
Nelly Todorova ◽  
Annette M. Mills

Despite heavy investments in knowledge management systems, people are often reluctant to share their knowledge, with knowledge hoarding being one of the largest obstacles to effective knowledge management in organizations. This paper proposes a model that examines the role of intrinsic motivation in knowledge sharing. Bringing together insights from motivational research, Self-Determination Theory and the Theory of Reasoned Action, the study investigates the links between intrinsic motivators and knowledge sharing. Survey data collected from knowledge workers are analyzed using partial least squares. The results show self-efficacy, meaningfulness and impact are important motivators of attitude towards knowledge sharing, which in turn impacts intention to share knowledge. The findings provide insights into employee motivations to share knowledge, and strategies for enhancing knowledge sharing in organizations.


2002 ◽  
Vol 21 (4) ◽  
pp. 56-72
Author(s):  
Peggy Prins ◽  
David Stuer ◽  
Ans de Vos

Werk heeft belangrijke zingevende functies en heeft daardoor een potentieel positief effect op het leven van mensen: het biedt idealiter een inkomen, het zorgt voor sociaal contact, het geeft meer zin en regelmaat aan het leven en het draagt potentieel bij aan iemands eigenwaarde en welzijnsgevoel. Of en waarom mensen hun werk als zinvol ervaren, is dan ook van oudsher een belangrijk vraagstuk in het arbeidspsychologisch en -sociologisch onderzoek. Wij zoomen in dit artikel in op de vraag welke verschillen bestaan in de gradatie en de determinanten van zinvol werk voor drie beroepsgroepen: de blue, white en grey collars. Waar de termen 'blue en white collars' gemeenzaam bekend zijn, is dat veel minder het geval voor de term 'grey collars'. Het gaat stereotiep om de 'grijze pakken', om de kader- of de leidinggevende functies. Hoe diep of ondiep is het water tussen deze drie groepen wanneer het gaat om percepties van (determinanten van) zinvol werk?How deep or shallow is the water between blue, withe and grey collars when it comes to perceptions of (determinants of) meaningful work? That’s the key focus of the article. In line with self-determination theory we examine the impact of (the fulfilling of the need of) autonomy and (the fulfilling of the need of) social support on experienced meaningfulness. Additionally, in line with Person-Environment Fit theory, we expect a mediation effect by needs-supply fit or misfit dependent on the type of professional ‘collar’ (blue, white or grey) of the employee. The results of the explanatory analysis of our survey (n=9307) shows that the expected relationships in our models are quite collar-independent, meaning that the drivers for meaningful work are almost the same for blue, white as well as for grey collars. This does not mean that the nature of the ‘collar’ of the workers has no impact at all. The descriptive results demonstrates less meaningful work perceptions, less needs-supply fit, less autonomy and social support for blue collar workers, compared with white and grey collars. Extra attention for those groups who are working in a more executive mode is therefore required.


2017 ◽  
Vol 36 (3) ◽  
pp. 277-291 ◽  
Author(s):  
Haichun Sun ◽  
Weidong Li ◽  
Bo Shen

The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affective learning domains. Finally, we articulate the pedagogical implications on the basis of the reviewed SDT research and future directions for SDT research in PE.


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