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.
Ofosu-Ampong, Kingsley; Boateng, Richard; Kolong, Emmanuel A.; and Anning-Dorson, Thomas
"Motivation in Gamified Social Media Learning: A Psychological Need Perspective,"
Journal of Information Systems Education: Vol. 32
Available at: https://aisel.aisnet.org/jise/vol32/iss3/4
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