Exploring the Role of Gamification in Motivating Students to Learn

Autor/inn/en	Baah, Charles; Govender, Irene; Rontala Subramaniam, Prabhakar
Titel	Exploring the Role of Gamification in Motivating Students to Learn
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2210045 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2210045
Schlagwörter	Gamification; Student Motivation; Learner Engagement; Student Satisfaction; Attention; Relevance (Education); Self Esteem; Self Determination; College Students; Higher Education; Educational Technology; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Schulische Motivation; Aufmerksamkeit; Relevance; Relevanz; Self-esteem; Selbstaufmerksamkeit; Selbstbestimmung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Ausland
Abstract	Using an integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model and the Self-Determination Theory (SDT). This study explored university students' motivation to learn through the use of gamification. A quantitative approach was used to obtain data from 60 students who participated in a gamified course utilizing a closed-ended questionnaire. The students were chosen using a random sampling method. Structural equation model (SEM) was used to assess the collected quantitative data. It was revealed through the study that the satisfaction attribute of motivation influences students' engagement in learning whereas attention, relevance, confidence and relatedness do not. This research added to the existing discussion on the use of ARCS and SDT to explain why students are motivated to learn when gamification is used in universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01