Motivation in Gamified Social Media Learning: A Psychological Need Perspective

Motivation in Gamified Social Media Learning: A Psychological Need Perspective

Motivation in Gamified Social Media Learning: A Psychological Need Perspective

By Kingsley Ofosu-Ampong, Richard Boateng, Emmanuel A. Kolog, and Thomas Anning-Dorson

Abstract

“With a high attrition rate among students in online learning, educators and researchers have introduced gamified social media learning platforms which allow students to share their experiences, co-create knowledge, and collaboratively learn about computing principles. However, only a few studies have examined learners’ motivations, antecedents, and consequences on a gamified social learning platform. This study draws on the self-determination theory to test a proposed model for gamification users in computing education. Participants were undergraduate students who completed an online survey during the semester on a course design project. This course aims to prepare students to undertake a significant piece of individual work on a design project and appreciate the appropriate techniques in managing information technology projects. Interestingly, the study found a non-significant relationship between game rewards and how they improve competence. The results expand our understanding of pedagogical strategies and innovation open to education institutions.”

Reference

Ofosu-Ampong, K., Boateng, R., Kolong, E., & Anning-Dorson, T. (2021). Motivation in gamified social media learning: A psychological need perspective. Retrieved March 01, 2022, from https://aisel.aisnet.org/jise/vol32/iss3/4/

Keyword

Gamified social media, gamification, student engagement, self-determination theory, motivation, research