Incorporating tangible rewards into gamification increases students' identified regulation in fully online learning

Abstract

Intangible rewards (such as virtual points and virtual badges) have often been used in gamified learning contexts to motivate learners. However, such intangible rewards are not stimulating to all learners. Studies have reported that learners express their desire to redeem intangible rewards for some utilitarian resources or benefits. Considering that empirical evidence regarding how tangible rewards impact students' motivation is still lacking, the present study applied a randomized controlled trial approach to explore the effects of tangible rewards on students' identified regulation (a type of autonomous motivation) and external regulation (a type of controlled motivation). The study was conducted in a fully online gamified flipped class. Individual students were randomly assigned either to the tangible rewards group (EG = 28) or the intangible rewards group (CG = 29). Students in EG reported significantly higher identified regulation than those in CG while no significant difference was found in terms of external regulation. The results theoretically supported the standpoint that tangible rewards can help promote autonomous/self-determined motivation and gave practical guidance for educators who are interested in using tangible rewards in online gamified courses.