Table 1 Motivation: Perspectives and implications (adapted from (Flores 2015))
From: Evaluation of awarding badges on Student’s engagement in Gamified e-learning systems
Perspective | Implications |
|---|---|
Trait | Achievement, power, and affiliation motives are driven respectively by success and progress, competition and control, and collaboration in gamification. (Dornyei and Ottó 1998) |
Behavioristic learning | Incorporating real-time or faster, frequent feedback and rewards in gamification motivate learners. (Dale 2014) |
Cognitive | Learners are motivated to achieve clearly stated and achievable outcomes, and to master processes oriented towards defined goals. (Pina et al. 2009) |
Self-determination | Providing for competence, autonomy, and social acceptance in gamification can encourage learners to engage better. (Seaborn and Fels 2015) |
Interest | Creating contextual interest through gamification and following up with timely, relevant feedback and a clear vision about the achievable goal can motivate and engage players sustainably. (Zichermann and Cunningham 2011) |
Emotion | Gamification can be more successful in motivating players by putting more accent on positive (pleasure, sympathy, connectedness, competition) feelings, while holding back on negatives (envy, anger, desperation, helplessness) (Kuh 2009) |