Investigating A Motivation Model For Gamified E-learning: A Self-determination Approach

There has been a recent increase in educational interest in gamification over the past 5 years [1, 2]. A central tenet of the increase in its popularity may stem from its motivational power in educational settings [3, 4]. However, prior research on gamification has not sufficiently investigated the mechanisms by which the phenomenon induces its motivational effects. A crucial question to consider is how the motivational theories that underpin gamification really work. Consequently, the current study looks at how game elements map into the notion of self-determination to explore the relationship between intrinsic motivation and gamification in the context of job interview skills. A sample of business students from UK universities participated in the study. Smart-PLS was used for analysis because the current study incorporates both a formative and reflective model. According to the results, immersion-related gamification features (e.g., avatar, theme, profile screen) have an indirect effect on intrinsic motivation through autonomy need satisfaction, while achievement gamification features (e.g., badges, time limit) have a direct effect on competence need satisfaction. Social-related gamification features (e.g., working together, competition) have a direct effect on relatedness need satisfaction and intrinsic motivation. Findings at the research are helpful for educators and designers as it sheds light on how different gamification features affect students' motivation.