Gamification from the Viewpoint of Motivational Theory

Karimi, Kianoosh; Nickpayam, Javad

doi:10.28991/esj-2017-01114

Cited by 15 publications

(14 citation statements)

References 42 publications

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“…Gamification has been studied in the context of education, marketing campaigns, mobile apps and organizational motivation (Hamari et al , 2014; Huang and Hew, 2015; Karimi and Nickpayam, 2017). Most applications using gamification implement at least three features: points, badges and leaderboards (Hamari et al , 2014; Huang and Hew, 2015; Swacha, 2015).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Gamification effects on users' motivation to contribute knowledge in a Portuguese Q&A community

Amaral¹,

Kang

2021

AJIM

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PurposeThis research investigates the detailed mechanisms of how gamification affordances influence intrinsic and internalized extrinsic motivation and ultimately improve the quality and quantity of knowledge contribution.Design/methodology/approachSurvey responses from 154 users of Stack Overflow in Portuguese were analyzed by the partial least squares–structural equation modeling approach to validate the research model.FindingsChallenge and goal setting influence individuals to reach the flow state, which increases the quantity of knowledge contribution. Rewards enhance the quality of knowledge contribution through perceived self-worth. Social comparison increases perceived reputation, but its impact does not ultimately lead to knowledge contribution.Originality/valueThe current study differentiated types of motivation and dimensions of knowledge contribution when exploring the effects of gamification affordances. This perspective was proven helpful to understand the various gamification affordances' influence on knowledge contribution.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Gamification effects on users' motivation to contribute knowledge in a Portuguese Q&A community

Amaral¹,

Kang

2021

AJIM

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“…Gamified applications have mainly been used due to their theoretical ability in creating game motivational power [51]. Motivational theory [52] involves intrinsic and extrinsic motivation. Based on the Theory of Self-Determination (SDT) [52], intrinsic motivation will be increased when autonomy mastery is achieved.…”

Section: Theories Underpinning Gamificationmentioning

confidence: 99%

“…Motivational theory [52] involves intrinsic and extrinsic motivation. Based on the Theory of Self-Determination (SDT) [52], intrinsic motivation will be increased when autonomy mastery is achieved. This opinion is in line with the Theory of Cognitive Evaluation (CET) [53], a sub-theory to SDT.…”

Section: Theories Underpinning Gamificationmentioning

confidence: 99%

“…These elements are from the intrinsic motivation element incorporated in the Self-Determination Theory (SDT) [57], which was used to construct the gamification user type model [46]. According to the gamification methods, combining intrinsic motivation and extrinsic motivation using the identified game components can increase user engagement [52]. Therefore, the proposed model was built by combining all the relevant motivational elements to increase adolescent motivation.…”

Section: Fig 2 Proposed Depression Diagnosis Model Based On the Gamification Techniquementioning

confidence: 99%

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Gamification Design Elements to Enhance Adolescent Motivation in Diagnosing Depression

Jamaludin

Wook

Noor

et al. 2021

Int. J. Interact. Mob. Technol.

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Depression is a critical public health problem, mainly when it affects young people (adolescents). This condition is most challenging to detect in this group because they tend to think about other people's negative assumptions. Adolescents with depressive symptoms refuse to seek professional help due to their stigma and their future if they were labeled as depressed teenagers. Depression is a severe mental issue that should be detected from an early stage so that the problem can be curbed and resolved immediately. Diagnosis should be carried out to assess mental health, followed by referral to professional help. This study aims to motivate adolescents to diagnose depression levels through gamification techniques. Fifty-three secondary students participated in a survey designed in this study to measure motivation enhancement factors. The result of this study was used to develop a depression diagnosis model. The proposed model applied a gamification design technique consisting of three main ideas: gamification elements, user types, and motivational elements. This model will serve as the foundation to develop a mobile application system that can benefit users, especially adolescents, in self-diagnosing depression.

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“…Thereby, learning becomes a durable and engaging activity, and students build resilience to failure. Gamification serves as a potential solution to break procrastination habits and reinforces consistency in working towards achievable goals [22]. Furthermore, online-based gamification introduces gamification to a population already immersed in technology [23].…”

Section: Introductionmentioning

confidence: 99%

Psychological interventions of virtual gamification within academic intrinsic motivation: A systematic review

Lio

Dhaliwal

et al. 2021

Journal of Affective Disorders

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BackgroundStudents constantly seek ways to improve productivity within academia. With the advancement of technology in the recent decade, virtual implementations may provide additional support for student productivity, particularly during the COVID-19 pandemic with online learning. One of the virtual realms for motivation include gamification, which has potential as an effective tool to further bolster an individual's source of intrinsic motivation. MethodsUsing a convergent integrated synthesis approach, qualitative and quantitative studies were extracted from APA PsycInfo, ProQuest, and IEEE for relevance to virtual gamification and intrinsic motivation. Studies were reviewed based on a pre-determined and piloted screening tool. Included studies were published between 1990 and 2020 in English within Asia, North America, and/or Europe. Only systematic reviews, randomized control trials (RCTs), meta-analysis, and grey literature were included. Study screening, extraction, and quality appraisals using the Mixed Methods Appraisal Tool (MMAT) were performed independently among two authors. Disagreements following reconciliation between two authors were settled by a third author. Heterogeneity in study designs, outcomes, and measurements precluded meta and statistical analyses; thus, a qualitative analysis of studies was provided. ResultsBased on the appraised articles, gamification improves intrinsic motivation through badges, social interactions, points, and leaderboards. Experimental studies also displayed a correlation between learning behaviour. ConclusionThe data exhibited an increase in intrinsic motivation due to gamification features, which can be integrated within a virtual context to enhance motivation with potential for application towards online learning settings.

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Gamification from the Viewpoint of Motivational Theory

Cited by 15 publications

References 42 publications

Gamification effects on users' motivation to contribute knowledge in a Portuguese Q&A community

Gamification effects on users' motivation to contribute knowledge in a Portuguese Q&A community

Gamification Design Elements to Enhance Adolescent Motivation in Diagnosing Depression

Psychological interventions of virtual gamification within academic intrinsic motivation: A systematic review

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