Motivation in Gamified Social Media Learning: A Psychological Need Perspective

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

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)199-212
Number of pages14
JournalJournal of Information Systems Education
Volume32
Issue number3
Publication statusPublished - Jun 2021
Externally publishedYes

Keywords

  • Gamification
  • Gamified social media
  • Motivation
  • Self-determination theory
  • Student engagement

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