FLOU: Evaluating the Intrinsic Motivation of Learners in Gamifying Academic Programs Through a Gamified Mobile Application
DOI:
https://doi.org/10.58459/icce.2024.4895Abstract
Learning is deeply influenced by motivational factors, and gamification has emerged as a tool to enhance student engagement by incorporating game elements into educational settings. Despite initial positive responses, sustaining long-term intrinsic motivation remains a challenge. This research investigates the relationship between intrinsic motivation and gamified learning, employing Self-Determination Theory to guide the analysis and design construct. It aims to balance intrinsic and extrinsic motivators in designing gamified educational platforms. The study evaluates the intrinsic motivation of students using a gamified platform called Flou. Findings show that user motivation did not necessarily lead to higher levels of intrinsic motivation or engagement compared to those who did not use the application. Moreover, the implored user-centric gamified design on Intrinsic Motivators had little to no interactions among the user—with which only elements from Competence have found to have most engagements from the user, mainly attaining badges. Recommendations are made for designing balanced gamified educational experiences. The study offers insights into designing gamified platforms that enhance students' intrinsic motivation and engagement while promoting meaningful educational outcomes. The findings of the study are used to formulate recommendations towards the design of a balanced gamification to be used in an educational context. This study aims to contribute to the evolving field of gamification in education by addressing the challenge of sustaining students' motivation and promoting self-directed learning within gamified platforms.