Motivational Gamification Strategies Rooted in Self-Determination Theory for Social Adaptive E-Learning

Abstract

(2016) 'Motivational gamication strategies rooted in self-determination theory for social adaptive E-Learning. ', in Intelligent Tutoring Systems, 13th International Conference, ITS 2016, Zagreb, Croatia, June 7-10, 2016 Further information on publisher's website:http://dx.doi.org/10.1007/978-3-319-39583-8 3 2Publisher's copyright statement:The nal publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-39583-832Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Copies of full items can be used for personal research or study, educational, or not-for profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. Publisher's statement:"The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-39583-8_32 A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription. Abstract. This study uses gamification as the carrier of understanding the motivational benefits of applying the Self-Determination Theory (SDT) in social adaptive e-learning, by proposing motivational gamification strategies rooted in SDT, as well as developing and testing these strategies. Results show high perceived motivation amongst the students, and identify a high usability of the implementation, which supports the applicability of the proposed approach.

A Design Framework for Adaptive Gamification Applications

“…The latter has been successfully applied in several studies e.g. [33,32,37] to design motivational gamification strategies towards an adaptive gamification approach [2].…”

“…Change the state of the user refers to altering the end-user attitude towards their goals, motivation and beliefs and aligning them with the benefits of using the system [32,38]. Support of Learning refers to adaptive solutions supporting the end-users in their learning process [36].…”

“…Similarly, Personalized Content has been used for individualized progress feedback [36]. The sub-element Adaptive Navigation / Path provides a tailored learning experience by adapting the learning path to user's current skills or achievements or by providing multiple paths to the same goal ( [32,38]). The Adaptivity of the User-Interface has so far been mainly part of theoretical contributions such as [22], where gamification elements are dynamically adapted based on an analysis of user interactions.…”

“Who cares about fireworks?” – A Study on Digital Coaching, Gamification and Exercise Motivation

“…Relevant research from other contexts can be found. Shi and Cristea [53] propose motivational gamification strategies based on self-determination theory for an e-learning context. In testing the strategies, they found most success with supporting students' competence, least for supporting relatedness.…”

An Expert Gamification System with Psychological Theories for Virtual and Cross-Cultural Software Teams

“…The players should get recognitions for actions that matter to them. [24] The three SDT needs have great influence in three motivations: perceived usefulness, perceived enjoyment and perceived ease of use. In SDT, perceived usefulness is a form of extrinsic motivation while perceived enjoyment a form of intrinsic motivation.…”