Influence of Gamification Elements on Explicit Motive Dispositions
Open accessAbstract
Explicit motive dispositions are the psychological needs that drive the behavior and play a predictive role in the selection of the achievement goal. In the presence of situational incentive cues, the variables of explicit motive dispositions may arouse/suppress. Similar to these incentive cues, gamification elements (such as leaderboards, points, badges, etc.) offer motivational affordances that either increase or decrease performance and engagement depending on the agent’s perception. However, this similarity, and the effects of motivational affordances on the agent’s explicit motive disposition and the selection of subsequent achievement goals, have not been thoroughly investigated. In this paper, the gamification elements (leaderboard and points) of the DRACO gamification system are redesigned to provoke explicit motive dispositions of the students. The results of the field study revealed that the experiment group had a significantly lower fear of failure and power motives (both hope and fear), fewer selections of performance-avoidance goals, and performed better based on theory exams and course grades compared to the control group. Consequently, it supports the hypothesis that gamification elements could provoke explicit motive dispositions and could affect the subsequent achievement goal selection, and the design of the gamification elements could be a determinant factor in this behavior change. Furthermore, this study contributes a systematic Spanish translation of the UMS-3 questionnaire.
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Gamification can encourage mastery via personal progress tracking or performance through competitive leaderboards.
“Gamification can encourage mastery via personal progress tracking, or performance through competitive leaderboards (Durmaz et al., 2022;Hakulinen & Auvinen, 2014).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Durmaz et al., 2022
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- Authors
- Durmaz, T. B., Fuertes, J. L., & Imbert, R.
- Affiliations
- Universidad Politécnica de Madrid (ES)
- Department of Lenguajes y Sistemas Informáticos e Ingeniería de Software, E.T.S. de Ingenieros Informáticos, Universidad Politécnica de Madrid, Boadilla del Monte, Madrid, Spain
- Venue
- IEEE Access
- Published
- 2022
- Volume
- 10
- Pages
- 118058-118071
- ISSN
- 2169-3536 (ISSN-L)
- OpenAlex
- W4312568386
- Cited by
- 7
- References
- 33
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 2 · 2023: 2
- FWCI
- 2.28
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- IEEE Access (publishedVersion, cc-by)
- Hispana (acceptedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- UPM Digital Archive (Technical University of Madrid) (submittedVersion, cc-by)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- gamification, achievement goals, fear of failure, power motivation, leaderboards, points, badges, student motivation, performance-avoidance goals, Spanish translation
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