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Cited by 59Educational Games and GamificationDigital Games and MediaOnline Learning and Analytics

Gamification design framework based on SDT for student motivation

Lamprinou, Dimitra, Paraskeva, Fotini·2015·2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL)
DOI 10.1109/imctl.2015.7359631
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Abstract

Gamification is a new technique in instructional design that gains more and more attention in the elearning field. The implementation of gamification systems varies on different fields, such as sales, web design, marketing, education etc. There are many examples of applied gamification, such as international companies that use game elements in their applications in order to increase the users' motivation through a gamified process. In this paper we outline the design of a gamified scenario with the use of structural and content gamification to increase student intrinsic motivation based on the Self-Determination Theory. Besides, the use of game elements, thus game-design techniques, make the learning process more “fun” and maintain the realistic purpose of its situation. However, the process of increasing motivation has a level of complexity, since rewards and other game elements trigger extrinsic motivation. As such this study investigates students' intrinsic motivation by designing and implementing an eClass through practical usage of gamification based on the core components of Self Determination Theory (SDT), so as to improve student engagement in class. According to the findings the use of gamification in learning and instructional design can improve student motivation. This gamified elearning course can be used as an instructional tool to increase the levels of motivation and achieve all the learning outcomes and goals with the higher success rate in online education. Further research is required to confirm these theoretical findings.

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  • SDT has been used as a framework to investigate student's motivation and engagement in online learning along with gamification.

    “As a part of online learning along with gamification, it has been used as a framework to investigate student's motivation and engagement (Dichev, Dicheva, Angelova, & Agre, 2015;Lamprinou & Paraskeva, 2015;Sailer, Hense, Mayr, & Mandl, 2017;Shi & Cristea, 2016).”

    From Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study (2018) · cites this paper as Lamprinou & Paraskeva, 2015

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Authors
Lamprinou, D., & Paraskeva, F.
Affiliations
University of Piraeus (GR)
Venue
2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL)
Publisher
IEEE
Published
2015-11
Pages
406-410
DOI
10.1109/imctl.2015.7359631
OpenAlex
W2216158336
Cited by
59
References
12
Citations by year
2026: 1 · 2025: 4 · 2024: 9 · 2023: 10 · 2022: 9 · 2021: 11 · 2020: 3 · 2019: 2 · 2018: 6 · 2017: 3 · 2016: 1
FWCI
9.81
Type
conference paper
Language
en
Open access
closed
Locations
  • International Conference on Interactive Mobile Communication, Technologies and Learning (publishedVersion)
  • ePrints Soton (University of Southampton) (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Social Sciences › Sociology and Political Science › Digital Games and Media
  • Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
Keywords
gamification, self-determination theory, student motivation, intrinsic motivation, extrinsic motivation, game elements, online learning, student engagement, instructional design

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