Motivation in Gamified Social Media Learning: A Psychological Need Perspective

Authors

Kingsley Ofosu-Ampong, University of Ghana Business SchoolFollow
Richard Boateng, University of Ghana Business SchoolFollow
Emmanuel A. Kolong, University of Ghana Business SchoolFollow
Thomas Anning-Dorson, University of the WitwatersrandFollow

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.

Recommended Citation

Ofosu-Ampong, Kingsley; Boateng, Richard; Kolong, Emmanuel A.; and Anning-Dorson, Thomas (2021) "Motivation in Gamified Social Media Learning: A Psychological Need Perspective," Journal of Information Systems Education: Vol. 32 : Iss. 3 , 199-212.
Available at: https://aisel.aisnet.org/jise/vol32/iss3/4