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Identifying Motivational Styles in Educational Gamification

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dc.contributor.author Chapman, Jared
dc.contributor.author Rich, Peter
dc.date.accessioned 2016-12-29T00:34:00Z
dc.date.available 2016-12-29T00:34:00Z
dc.date.issued 2017-01-04
dc.identifier.isbn 978-0-9981331-0-2
dc.identifier.uri http://hdl.handle.net/10125/41310
dc.description.abstract Little work has been done to understand the motivational impact of specific game elements and how they combine to form student motivational styles in educational gamification. In this exploratory study we evaluate the level of motivation reported for a variety of game elements by 184 students. Using this data we generated a principle components analysis to identify the underlying factor structure that govern students’ motivational styles. Four motivational styles were identified: (1) Personal Progress – being motivated by gamified elements that show one’s individual progress in a course; (2) Competition and Praise – being motivated by game elements that show one’s progress compared to their peers and provide social reinforcing feedback; (3) Individual Assignments – being motivated by completing traditional assignments and exams; and (4) Group Work – being motivated by social assignments like group work and peer review.
dc.format.extent 10 pages
dc.language.iso eng
dc.relation.ispartof Proceedings of the 50th Hawaii International Conference on System Sciences
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject Education Gamification Motivation
dc.title Identifying Motivational Styles in Educational Gamification
dc.type Conference Paper
dc.type.dcmi Text
dc.identifier.doi 10.24251/HICSS.2017.157
Appears in Collections: Gamification Minitrack


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