Addressing Motivation in an E-Learning Scenario by applying Narration and Choice

Self-directed learning is a critical requirement in adult education, which stresses the importance of appropriate learning environments, to support this process. Moreover, motivation of learners is critical for the acquisition of knowledge in a self-directed manner. Gamification, theoretically framed by self-determination theory, provides a framework to address learners’ three basic psychological needs for competence, autonomy and relatedness and might therefore benefit motivation in the long term. We conducted a theory-based approach for an experimental comparison, which was pre-registered. To this end, we implemented a learning environment with gamified adaptions including a narrative, a pedagogical agent and allowing choice in the course of the learning environment to address the three basic psychological needs as proposed by self-determination theory, with a focus on autonomy and relatedness. In a user study, we compared the gamified learning environment with a control version to examine the effect of the gamification elements on need satisfaction and situational motivation. Our results show that the need for autonomy was significantly better addressed within the presented gamified learning environment, but no other significant positive effects on motivational, cognitive or behavioural outcomes can be determined.

Content

Author and article information

Contributors

Philipp Schaper

Anna Riedmann

Birgit Lugrin

Conference

Publication date: July 2022

Publication date (Print): July 2022

Pages: 1-10

Affiliations

[0001]Human-Computer-Interaction

Julius-Maximilians-University of Wuerzburg

Wuerzburg, Germany

Article

DOI: 10.14236/ewic/HCI2022.18

SO-VID: 5939ad88-ff26-4dd2-8276-95481cdfac26

License:

This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Conference name: 35th International BCS Human-Computer Interaction Conference

Conference acronym: HCI2022

Conference number: 35

Conference location: Keele, Staffordshire

Conference date: July 11th to 13th, 2022

Conference sponsor: Electronic Workshops in Computing (eWiC)

Conference theme: Towards a Human-Centred Digital Society

History

Product

1477-9358 BCS Learning & Development

Self URI (article page): https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2022.18

Self URI (journal page): https://ewic.bcs.org/

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Comments

Comment on this article

[1] Abar, B., & Loken, E. (2010). Self-regulated learning and self-directed study in a pre-college sample. Learning and individual differences, 20(1), 25-29.

[2] Barata, G., Gama, S., Jorge, J., & Goncalves, D. (2013). Improving participation and learning with gamification. Paper presented at the Proceedings of the First International Conference on Gameful Design, Research, and Applications, Toronto, Ontario, Canada.

[3] Beer, C., Clark, K., & Jones, D. (2010). Indicators of engagement. Proceedings ascilite Sydney, 2010, 75-85.

[4] Burton, K. D., Lydon, J. E., D'Alessandro, D. U., & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: prospective, experimental, and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91(4), 750.

[5] Chang, C.-W., Lee, J.-H., Chao, P.-Y., Wang, C.-Y., & Chen, G.-D. (2010). Exploring the Possibility of Using Humanoid Robots as Instructional Tools for Teaching a Second Language in Primary School. Journal of Educational Technology & Society, 13(2), 13-24.

[6] Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. (2013). The MOOC phenomenon: who takes massive open online courses and why? SSRN Electronic Journal.

[7] Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.

[8] Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian psychology/Psychologie canadienne, 49(1), 14.

[9] Deci, E. L., & Ryan, R. M. (2011). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories and social psychology (pp. 416-437): Sage Publications, Inc.

[10] Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73(5), 642-650.

[11] Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 1-24.

[12] Desmet, P., & Fokkinga, S. (2020). Beyond Maslow’s pyramid: introducing a typology of thirteen fundamental needs for human-centered design. Multimodal Technologies and Interaction, 4(3), 38.

[13] Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". Paper presented at the Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, Tampere, Finland.

[14] Dichev, C., Dicheva, D., Angelova, G., & Agre, G. (2014). From gamification to gameful design and gameful experience in learning. Cybernetics and information technologies, 14(4), 80-100.

[15] Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology & Society, 18(3), 75-88.

[16] Efklides, A. (2011). Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model. Educational Psychologist, 46(1), 6-25.

[17] Fahnoe, C., & Mishra, P. (2013). Do 21st century learning environments support self-directed learning? Middle school students’ response to an intentionally designed learning environment. Paper presented at the Society for information technology & teacher education international conference.

[18] Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In Handbook of research on student engagement (pp. 97-131): Springer.

[19] Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53(3), 321-336.

[20] Gordillo, A., Barra, E., Aguirre, S., & Quemada, J. (2014, 22-25 Oct. 2014). The usefulness of usability and user experience evaluation methods on an e-Learning platform development from a developer's perspective: A case study. Paper presented at the 2014 IEEE Frontiers in Education Conference (FIE) Proceedings.

[21] Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and emotion, 24(3), 175-213.

[22] Hakulinen, L., Auvinen, T., & Korhonen, A. (2013). Empirical study on the effect of achievement badges in TRAKLA2 online learning environment. Paper presented at the 2013 Learning and teaching in computing and engineering.

[23] Hassenzahl, M. (2001). The effect of perceived hedonic quality on product appealingness. International Journal of Human-Computer Interaction, 13(4), 481-499.

[24] Jang, J., Park, J. J., & Yi, M. Y. (2015). Gamification of online learning. Paper presented at the International Conference on Artificial Intelligence in Education.

[25] JASP-Team. (2021). JASP (0.14.1)[Computer software].

[26] Kreidl, C. (2011). Akzeptanz und Nutzung von E-Learning-Elementen an Hochschulen. Gründe für die Einführung und Kriterien der Anwendung von E-Learning: Münster: Waxmann.

[27] Laugwitz, B., Held, T., & Schrepp, M. (2008). Construction and evaluation of a user experience questionnaire. Paper presented at the Symposium of the Austrian HCI and usability engineering group.

[28] Law, K. M. Y., Lee, V. C. S., & Yu, Y. T. (2010). Learning motivation in e-learning facilitated computer programming courses. Computers & Education, 55(1), 218-228.

[29] Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121.

[30] Nacke, L. E., & Deterding, C. S. (2017). The maturing of gamification research. Computers in Human Behaviour, 450-454.

[31] Naul, E., & Liu, M. (2020). Why story matters: A review of narrative in serious games. Journal of Educational Computing Research, 58(3), 687-707.

[32] O’Brien, H. L., Cairns, P., & Hall, M. (2018). A practical approach to measuring user engagement with the refined user engagement scale (UES) and new UES short form. International Journal of Human-Computer Studies, 112, 28-39.

[33] Otto, B., Perels, F., & Schmitz, B. (2011). Selbstreguliertes Lernen. In Empirische Bildungsforschung (pp. 33-44): Springer.

[34] Park, S. Y. (2009). An analysis of the technology acceptance model in understanding university students' behavioral intention to use e-learning. Educational technology & society, 12(3), 150-162.

[35] Rawendy, D., Ying, Y., Arifin, Y., & Rosalin, K. (2017). Design and development game Chinese language learning with gamification and using mnemonic method. Procedia Computer Science, 116, 61-67.

[36] Rigby, S., & Ryan, R. M. (2011). Glued to games: How video games draw us in and hold us spellbound: How video games draw us in and hold us spellbound: AbC-CLIo.

[37] Rodgers, T. (2008). Student engagement in the e-learning process and the impact on their grades. International Journal of Cyber Society and Education, 1(2), 143-156.

[38] Rothamel, T. (2021). Ren'Py(7.4.4.1439)[Computer software].

[39] Rowe, J. P., Shores, L. R., Mott, B. W., & Lester, J. C. (2011). Integrating learning, problem solving, and engagement in narrative-centered learning environments. International Journal of Artificial Intelligence in Education, 21(1-2), 115-133.

[40] Ryan, R. M., & Deci, E. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 54-67.

[41] Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45(4), 736.

[42] Sailer, M., Hense, J., Mandl, J., & Klevers, M. (2014). Psychological perspectives on motivation through gamification. Interaction Design and Architecture Journal(19), 28-37.

[43] Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380.

[44] Sailer, M., & Homner, L. (2019). The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 32(1), 77-112.

[45] Schaper, P., Riedmann, A., & Lugrin, B. (2021). Internalisation of Situational Motivation in an E-Learning Scenario using Gamification. Paper presented at the Artificial Intelligence in Education 2021.

[46] Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31.

[47] Sheldon, K. M., & Filak, V. (2008). Manipulating autonomy, competence, and relatedness support in a game‐learning context: New evidence that all three needs matter. British Journal of Social Psychology, 47(2), 267-283.

[48] Tsigilis, N., & Theodosiou, A. (2003). Temporal stability of the intrinsic motivation inventory. Perceptual and motor skills, 97(1), 271-280.

[49] Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017.

[50] van Roy, R., & Zaman, B. (2017). Why gamification fails in education and how to make it successful: introducing nine gamification heuristics based on self-determination theory. In Serious Games and edutainment applications (pp. 485-509): Springer.

[51] Winne, P. H., & Hadwin, A. F. (2010). Self-Regulated Learning and Socio-Cognitive Theory. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (Third Edition) (pp. 503-508). Oxford: Elsevier.

[52] Wolf, S. M., F., Hohm, A., Künzl., P., & Hurtienne, J. (unpublished). UNeeQ: Assessing the Satisfactions and Frustrations of Fundamental Needs in Human-Centered Design.

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