Abstract
Investigating A Motivation Model for Gamified E-learning: A Mixed Methods Approach Ali Sen Abstract There has been a recent increase in educational interest in gamification over the past five years (Behl et al., 2022; Ertan & Kocadere, 2022). A central tenet of the increase in its popularity may stem from its motivational power in educational settings (Sailer et al., 2017; Sailer & Homner, 2020). However, prior research on gamification has not sufficiently investigated the mechanisms by which the phenomenon induces its motivational effects. A crucial question to consider is how the motivational theories that underpin gamification work. Consequently, the current study looks at how game elements map into the notion of self-determination to explore the relationship between intrinsic motivation and gamification in the context of job interview skills. Methods: The current research is divided into three distinct phases with different research strategies. The first phase is design-based research in which the researcher develops a gamification prototype and assumes the role of a designer to understand the impact of game elements. The second phase is an empirical quantitative study that uses questionnaires to test the proposed motivational model. The third phase is a qualitative study that aims to focus on the student experience by addressing the research questions through exploring experience and perception. For the survey, a sample of business students from UK universities participated in the study. Smart-PLS was used for analysis because the current study incorporates both a formative and reflective model. Then, group interviews were conducted with volunteer students who were willing to participate in the study and thematic analysis was carried out. Results: Immersion-related gamification features have an indirect effect on intrinsic motivation through autonomy need satisfaction, while achievement gamification features have a direct effect on competence need satisfaction. Social-related gamification features have a direct effect on relatedness need satisfaction and intrinsic motivation. In the qualitative findings of the research, four different themes and ten different sub-themes were identified. In the current study, the participants expressed that they wanted to increase their confidence and skills and that they enjoyed competition and collaboration, although these preferences vary among participants. Participants also emphasised the importance of usability, personalisation and feedback given to users in digital activities. The findings of the current research are helpful for educators and designers as they shed light on how different gamification features affect students' motivation to learn.
Keywords
Self-determination, gamification, mixed methods, e-learning
Document Type
Thesis
Publication Date
2024
Embargo Period
2025-05-09
Recommended Citation
Sen, A. (2024) INVESTIGATING A MOTIVATION MODEL FOR GAMIFIED E-LEARNING: A MIXED METHODS APPROACH. Thesis. University of Plymouth. Retrieved from https://pearl.plymouth.ac.uk/pbs-theses/272
