Gamification, intrinsic motivation, extrinsic motivation, prediction market
The literature suggests that gamified learning
interventions may increase student engagement and enhance learning. We empirically
investigate this by exploring the impact of intrinsic and extrinsic motivation
on the participation and performance of over 100 undergraduate students in an online
gamified learning intervention. The paper makes a number of contributions. First,
by synthesizing the literature, the central concepts required for a learning
intervention to be considered gamified are mapped and the development of an online
gamified learning intervention is described. Second, the effect of gamification
on learning outcomes is examined using a pre and post intervention survey. We find
that gamified learning interventions have a positive impact on student learning.
Thirdly, our results show that while generally positive, the impact of gamified
interventions on student participation varies depending on whether the student
is motivated intrinsically or extrinsically. These findings will be of
practical interest to teaching and learning practitioners working in a range of
educational contexts, and at all levels of education, who wish to increase
student engagement and enhance learning.