Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education

Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher ed

Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education

By Poornima Gupta and Preeti Goyal

Abstract

“Purpose – The purpose of this paper is to design and incorporate gamebased pedagogy grounded in self-determination theory (SDT) for a higher education course in a business school program. Design/methodology/approach – The study evaluates the learning outcomes of students from highereducation in gamified and non-gamified contexts. Thestudy was conducted over a period of two years in amanagement institute in the National Capital Region of India. The participantsof the gamification study werethe students in the age group 22–25 years with 0–3 years of work experience. Findings – In general, findings of this study suggest that the group that underwent the course with the game-based pedagogy had better learning outcomes. In the game design, this study found that the addition of“meaningfulness” to the game elements improved the engagement with the gamification process for thelearners. Consequently, this study found that “meaningfulness” played an important role in engaging thestudents, thereby, leading to improved learning outcomes. Research limitations/implications – The study suggests that when the game design is rooted in theory, it is likely that the desired results from gamification will be achieved. The evaluation of the courses was done bythe researcher themselves. An external evaluation is required to confirm the results of the gamification elements used in the course as enumerated in the paper. Practical implications – All the game elements used in the game design were underpinned by SDT whichsuggests that if the three innate needs ofcompetence, relatedness and autonomy in individuals are met, thedesired learning outcomes is likely to follow. Social implications – Due to the use of an online environment for the conduct of the evaluations, the studypermitted the students to receive and have access to constant feedback enabling them to improve and enhance their learning. Originality/value – Existing research shows inconsistent results with the use of gamification in the learningprocess. This study suggests that by grounding the gamification design in learning theory is more likely to achieve favourable results. In addition, if the game elements provide meaningfulness to the participants, thegamification process is more likely to succeed.”

Reference

Gupta, P., & Goyal, P. (2022, March). Is game-based pedagogy just a fad? A self-determination theory approach to gamification in Higher Education. Retrieved April 22, 2022, from https://www.emerald.com/insight/content/doi/10.1108/IJEM-04-2021-0126/full/html

Keywords

Higher education, gamification, millennials, meaningfulness, self-determination theory, game-based pedagogy ,research