The Motivational Nature of Gameful Learning Environments

• In Event: Bridging the Divide: Applications of Mixed Methods to Advance Motivation Studies

Abstract

Proponents of gamification suggest instructional design that includes performance and mastery goal structures induced by gaming elements, such as leaderboard with badges and repeat-testing, should lead to positive motivational outcomes. Eight sections of an introductory undergraduate biology laboratory course were randomly assigned to control, gamified, repeat-testing, and gamified with repeat-testing groups. A majority of participants recognized the gamified and repeat-testing elements as performance and mastery goal structures, respectively. Post-intervention mastery-approach goal intensity was significantly greater for the gamified with repeat-testing group than for the control group. The inclusion of both mastery and performance goal structures in gameful learning environments interacted to intensify approach goals in a way that was not achieved by mastery alone.

Authors

• David C. Owens, University of Missouri - Columbia

• Cindi Smith-Walters

• Eric Oslund

• Angela T Barlow, Middle Tennessee State University