Contextualizing Gamification Design: Using Extended Achievement Goal Theory to Understand College Learner Differences
Files
Date
2023-01-03
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
1137
Ending Page
Alternative Title
Abstract
Gamification is considered a promising approach to motivating learners. Yet, existing research found an inconsistent motivating impact of gamification designs. This paper explores individual differences in gamification design in the college learning context. Drawing upon the extended achievement goal theory, we posit that individuals’ academic and social achievement goal orientations can portray user types for gamification designs in a learning environment. Using data collected from college students, we validate an instrument to measure college learners’ achievement goal orientations. We subsequently identify three clusters of learners: the Self-image Worriers, the Minimizers, and the Eager Learners. We name this learner taxonomy ASGOL (Academic and Social Goal Orientation Learners). We speculate about gamification design implications for supporting all ASGOL types.
Description
Keywords
Gamification, achievement goals, gamification, goal orientation, learning, user types
Citation
Extent
10
Format
Geographic Location
Time Period
Related To
Proceedings of the 56th Hawaii International Conference on System Sciences
Related To (URI)
Table of Contents
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.