Effects of competition in gamified online distance learning on intrinsic motivation: A comparative case study
Klaudia Bovermann, Sebastian Habla, FernUniversität in Hagen, Germany ; Joshua Weidlich, DIPF | Leibniz Institute for Research and Information in Education, Germany
EdMedia + Innovate Learning, in United States ISBN 978-1-939797-56-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Gamification is a popular instructional approach to foster students’ motivation in distance education. However, there are still open questions regarding the effectiveness of different gamification designs. The aim of this study (N=145) was to compare three gamified designs with different levels of competition in relation to intrinsic motivation. We designed three settings for distance education bachelor’s degree students of educational science: (1) Badges for an individual gamified learning without group work, (2) points to focus on cooperative learning between groups to achieve a summarized result shown on a matrix, and finally, (3) points and leaderboards for collaborative learning with friendly competition using leaderboards and a winning group. In doing so, three gamified levels were obtained, which we labeled for our gamified environments in the order (1) to (3): no competition, some competition, and strong competition between groups. A one-way analysis of variance found a significant difference between the three gamified approaches for intrinsic motivation. The highest mean for intrinsic motivation was found for a strong competition between groups. Surprisingly, the lowest mean for intrinsic motivation showed the environment with some competition between groups. Conclusions were derived from the results, then limitations were described, and future research was recommended.
Bovermann, K., Habla, S. & Weidlich, J. (2021). Effects of competition in gamified online distance learning on intrinsic motivation: A comparative case study. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 928-937). United States: Association for the Advancement of Computing in Education (AACE).
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