The use of gamification elements in an online course to increase learner engagement and motivation

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dc.contributor.advisorSorensen Irvine, Christine
dc.contributor.advisorPaek, Seungoh
dc.contributor.authorJumawan, Francisco V.
dc.contributor.departmentLearning Design and Technology
dc.date.accessioned2025-06-27T22:21:16Z
dc.date.available2025-06-27T22:21:16Z
dc.date.issued2025
dc.description.degreePh.D.
dc.identifier.urihttps://hdl.handle.net/10125/111033
dc.subjectInstructional design
dc.subjectEducation
dc.subjectasynchronous
dc.subjectengagement
dc.subjectgamification
dc.subjectmotivation
dc.subjectonline learning
dc.subjectpost secondary education
dc.titleThe use of gamification elements in an online course to increase learner engagement and motivation
dc.typeThesis
dcterms.abstractOnline learning has become widespread in postsecondary education, offering accessibility and flexibility. However, student engagement and motivation remain a challenge, often leading to high dropout rates. Gamification, the use of game design elements in non-gaming contexts, has been explored as a strategy to help increase motivation and engagement. This explanatory mixed-method study examined the impact of Badges and Leaderboards on engagement, motivation, and course experience in an asynchronous online postsecondary course.The study used both quantitative and qualitative methods and guided by the Dynamical Model for Gamification of Learning (DMGL) (Kim & Lee, 2013). A survey (n=20) assessed engagement and motivation, while focus group discussions (n=6) provided deeper insights. The findings revealed that while students reported high engagement and motivation, these were primarily driven by intrinsic factors such as personal goals and content relevance rather than gamification elements. The study found no significant correlations between gamification and engagement, motivation, or perceived learning. Qualitative results suggested that gamification elements were often unnoticed due to their placement and weak integration with learning objectives. These findings emphasize the need for intentional instructional design and strategic implementation of the gamification elements in online learning. Future research should explore adaptive gamification approaches and stronger alignment with course content to enhance its effectiveness.
dcterms.extent172 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttps://www.proquest.com/LegacyDocView/DISSNUM/32041586

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Ph.D. - Learning Design and Technology