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Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study
Open accessAbstract
Gamification has gained a lot of attention in recent years as a possible way to foster students’ motivation and learning behavior. As a high drop-out rate is associated with distance learning, in particular with students often struggling to engage with the material, the implementation of gamification may support and enhance more successful online learning. A distance learning Bachelor degree class was selected as a case study to investigate the implementation of a Moodle-based gamification concept as well as different variables associated in using a mixed-methods-approach. Eight students were interviewed and 32 participated in an online survey. Significant positive correlations were found between students’ online learning readiness in the dimension of technical competencies and both types of autonomous motivation (identified and intrinsic motivation). A significant positive correlation was also found between self-reported attitudes towards gaming and the dimension of coping of study-satisfaction. As expected, students who indicated rather low online learning readiness tended to show non-autonomous motivation (amotivation). Surprisingly, some students reported autonomous motivation, despite having expressed a rather dismissive attitude towards playing online and computer games in general. Acquiring digital badges reportedly felt like appreciation directly awarded by the students’ instructor. Progress bars were positively evaluated and were accepted as a management tool for individual learning strategies.
Overview
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Written from the paper’s full text.
TL;DR
This mixed-methods case study examined a Moodle-based gamification concept using digital badges and progress bars in a distance-learning Bachelor’s course, focusing on online learning readiness, motivation, attitudes toward gaming, and study-satisfaction. It found high acceptance of gamification, with most surveyed students classified as autonomously motivated, and significant positive correlations between technical competencies and autonomous motivation and between attitudes toward gaming and the coping dimension of study-satisfaction.
Key findings
- Among 30 surveyed students classified by motivation type, 23% were intrinsically motivated, 57% identified motivated, 20% amotivated, and none extrinsically motivated; about 80% were matched to autonomous motivation (intrinsic and identified).
- Technical competencies of online learning readiness correlated significantly with intrinsic motivation (r = .44, p < .05) and identified motivation (r = .43, p < .05); no significant correlations were found between social competencies with teachers or fellow students and any motivation form.
- Attitudes toward online and computer games correlated significantly with study-satisfaction in the coping dimension (r = .38, p < .05), but not with content or conditions; only 25% of interviewed students agreed with items about online and computer games being enjoyable or interesting.
- About 88% of surveyed students agreed with study-satisfaction items regarding content, conditions, and coping; badges reportedly felt like direct appreciation from instructors, and progress bars were positively evaluated and accepted as a management tool for individual learning strategies.
Methods
- A convergent parallel mixed-methods case study in a distance-learning Bachelor’s class in educational sciences, using a Moodle-based gamification concept with digital badges (“Expert,” “Teamworker”) and progress bars; 552 students were enrolled, 229 registered for the end-of-term examination, and 62 participated continuously in voluntary online group work.
- Quantitative data came from an online survey of 32 students (7 male, 25 female; ages 25–55), using a four-point Likert scale and scales for online learning readiness, attitudes toward online and computer games, the Situational Motivational Scale, and study-satisfaction; Spearman’s rho was used for non-parametric correlations.
- Qualitative data came from semi-structured interviews with 8 students (7 female, 1 male; ages 25–54), analyzed by qualitative content analysis; quantitative and qualitative results were compared side-by-side.
Limitations
- Stated: the sample sizes of 32 survey participants and 8 interviewees are too small for broad generalization, so the study is presented as a case study giving insights into the specific context only.
- Stated: gamification was voluntary and had no direct effect on the term paper, which may have reduced its subjective relevance and hampered active participation; the OLR subscale “social competencies in general” was excluded because its internal consistency was α = .35, and amotivation used only two items after α = .49.
- Stated: only two game elements were evaluated together, and socio-demographic factors were not considered; evident from the text: the design is cross-sectional, relies on self-report, and lacks a control group, limiting causal claims.
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Claims the paper makes
41 Not checked yet · 32 Own result · 18 Own method · 16 Own interpretation · 11 No basis given
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A significant positive correlation was also found between self-reported attitudes towards gaming and the dimension of coping of study-satisfaction.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Significant positive correlations were found between students' online learning readiness in the dimension of technical competencies and both types of autonomous motivation (identified and intrinsic motivation).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Surprisingly, some students reported autonomous motivation, despite having expressed a rather dismissive attitude towards playing online and computer games in general.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As expected, students who indicated rather low online learning readiness tended to show non-autonomous motivation (amotivation).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Negative correlations were found between both types of autonomous motivation (intrinsic and identified motivation) and the dimensions of extrinsic motivation and amotivation.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Quantitative survey
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The examination of correlations between the four regulation types showed a positive correlation between intrinsic and identified motivation.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Quantitative survey
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Some statements however expressed disagreement with online and computer games.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Students' attitude towards playing online and computer games
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They found themselves to be competent in online written communication with their instructors.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“About 80% of the students who participated in the online survey were matched to autonomous motivation (intrinsic and identified motivation).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
What the sources say
- Not checked yetcites Fig. 1
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Two students were classified as intrinsically regulated on the basis of statements such as”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Gamified online learning and associated types of motivation
plain- Asserted: passes — The authors put it forward as true.
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- It may state two separate claims as one. 39
- Probably not a substantial claim. 44
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Progress bars were positively evaluated and were accepted as a management tool for individual learning strategies.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Acquiring digital badges reportedly felt like appreciation directly awarded by the students' instructor.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Abstract
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Nevertheless, almost all students stated that they appreciated the gamification concept and that it should be implemented into more modules of their course of study in the future.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Students' attitude towards playing online and computer games
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“Only 20% of the students in this case study rejected the concept of gamification in the online learning environment and were therefore assigned to the group of amotivation (see Fig. 1).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
What the sources say
- Not checked yetcites Fig. 1
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Results of the quantitative data for research question (2) showed high values on all three dimensions of OLR for intrinsic and identified motivated students (between 64 and 76%, see Fig. 2), as high scores of OLR were associated with high scores of autonomous motivation (intrinsic and identified motivation).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Students' online learning readiness and associated types of motivation
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Four interviewees were assigned to identified motivation.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Gamified online learning and associated types of motivation
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Surprisingly, although more than three-quarters of the participants could be attributed to autonomous motivation, low values in overall affinity towards online and computer games were observed in this sample.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They considered themselves to be active and believed that they would take the initiative in starting conversations or sharing ideas with their fellow students.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“Low values in the dimension of OLR were associated with amotivation, whereas high values in the dimension of social competencies with teachers and fellow students were associated with high values of autonomous motivation (see Table 6).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Students' online learning readiness and associated types of motivation
What the sources say
- Not checked yetcites Table 6
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Some results of previous studies could not be reproduced in this case study.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“No significant correlation was found between technical competencies and extrinsic motivation or between social competencies with teachers or fellow students and all forms of motivation (see Table 6).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Students' online learning readiness and associated types of motivation
What the sources say
- Not checked yetcites Table 6
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The research question (3) revealed that only 25% of the students interviewed agreed to the items of online and computer games, whereas three quarter of the participants disagreed that online and computer games were enjoyable or interesting.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Students' attitude towards playing online and computer games
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“They behaved appropriately to their categorized regulation type and acted rather passively.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“The dimension technical competencies of OLR showed a significant and positive correlation with intrinsic motivation (r = .44,p < .05)as well as with identified motivation (r = .43,p < .05).”
- Also stated in: § Students' online learning readiness and associated types of motivation · plain
“High values in self-reported technical competencies were linked to high values of autonomous motivation.”
- Also stated in: § Conclusion · plain
“Likewise, results reflected a significant correlation in the dimension of technical competencies of OLR with intrinsic and identified motivation.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Students' online learning readiness and associated types of motivation
What the sources say
- Not checked yetcites Table 6
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Also stated in: § Students' online learning readiness and associated types of motivation · plain
In the paper
“Findings showed a high level of studysatisfaction, since about 88% of the students agreed to the items of study-satisfaction with regards to content, conditions and coping (see Fig. 3).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
What the sources say
- Not checked yetcites Fig. 3
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, however, some of the interviewees cautioned that gamification might lead to demotivation because students were not only able to follow their progress but were also able to confirm their lack of knowledge and as a result may become discouraged.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
hedgedconditional- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Students very much appreciated badges as a way of receiving direct feedback from instructors and of gaining recognition for their efforts.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
boosted- Asserted: passes — The authors put it forward as true.
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None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Self-determination theory
What the sources say
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Scales for measuring online learning readiness include at least four or five dimensions (Hung, Chou, Chen, & Own, 2010;Yu & Richardson, 2015) which capture the above-stated factors.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Online learning readiness
What the sources say
- Not checked yetcites Hung, Chou, Chen, & Own, 2010 source
- Not checked yetcites Yu & Richardson, 2015
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The self-determination theory (SDT) of Deci andRyan (1985, 1993) has been applied in many research fields as an approach to human motivation and personality (Ryan & Deci, 2017).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Self-determination theory
What the sources say
- Not checked yetcites Ryan & Deci, 2017
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“A continuous growth in distance online learning has been observed in recent years and this method of learning is fast becoming a significant constituent of higher education (Allen & Seaman, 2013).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Introduction
What the sources say
- Not checked yetcites Allen & Seaman, 2013
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“In addition, motivation is one of the key determinants for successful online learning (Lineham, Kirman, Lawson, & Chan, 2011).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Online learning readiness
What the sources say
- Not checked yetcites Lineham, Kirman, Lawson, & Chan, 2011
plaindirect- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Intrinsic motivation is considered the most beneficial type of motivation as it is associated with activities that are done for fun and pleasure and satisfaction.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Self-determination theory
plaincorrelational- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“These surveys had been confirmed in previous research to be valid tools in measuring the desired construct.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Quantitative survey
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
In the paper
“In addition, badges and progress bars were expected to help foster own goal-setting and learning strategies (Werbach & Hunter, 2012) in the self-determined learning environment at hand.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Gamifiying Moodle with digital badges and progress bars
What the sources say
- Not checked yetcites Werbach & Hunter, 2012
plainconditional- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“The concept of study-satisfaction includes content, conditions and coping as three important factors and uses selfreported measures to make statements about students' satisfaction with their course of studies (Schiefele & Jacob-Ebbinghaus, 2006;Westermann, Heise, Spies, & Trautwein, 1996).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Study-satisfaction
What the sources say
- Not checked yetcites Schiefele & Jacob-Ebbinghaus, 2006 source
- Not checked yetcites Westermann, Heise, Spies, & Trautwein, 1996
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Considering the fun associated with games, triggering happiness and well-being, players' general attitudes towards online and computer games may be a successful predictor of study-satisfaction within the context of the study module under observation, which was gamified with the game elements of badges and progress bars.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Games
hedgedconditional- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The omission was acceptable due to the fact that the two remaining questions were content-related to amotivation and typically represented this regulation type.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Quantitative survey
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“Some of the items were translated with the forward translation method in order to be understood by the participating students (Beaton, Bombardier, Guillemin, & Ferraz, 2007).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Quantitative survey
What the sources say
- Not checked yetcites Beaton, Bombardier, Guillemin, & Ferraz, 2007 source
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The questionnaire comprised items of surveys previously used in other surveys and tested and adapted for this case study.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Quantitative survey
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Digital badges and progress bars were chosen as game elements because both features were expected to support progress, mastery and recognition and to thereby generate learner engagement, motivation and interaction (Hakulinen et al., 2015;Utomo & Santoso, 2015;Werbach & Hunter, 2012).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Gamifiying Moodle with digital badges and progress bars
What the sources say
- Not checked yetcites Hakulinen et al., 2015
- Not checked yetcites Utomo & Santoso, 2015
- Not checked yetcites Werbach & Hunter, 2012
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The inconclusive findings either depend on the amount of game elements, used context, kind of media, or target group.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Gamification
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Since results on the benefits of gamification were mixed and only limited research has so far been undertaken on its use in educational subjects in comparison to science subjects, there is still insufficient evidence to support the benefits of gamification and a lack of knowledge on how to gamify motivational designs (Dichev & Dicheva, 2017).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Gamification
What the sources say
- Not checked yetcites Dichev & Dicheva, 2017
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Since histograms, Q-Qplots and a Shapiro-Wilk test of normality indicated that most of the variables were not normally distributed, Spearman's rho for non-parametric tests was used to assess correlations.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Quantitative survey
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The fun in games arises from the mastery and comprehension of the player, resulting in satisfaction and promoting a sense of well-being (Koster, 2013;McGonigal, 2011;Seligman, 2012).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Games
What the sources say
- Not checked yetcites Koster, 2013
- Not checked yetcites McGonigal, 2011
- Not checked yetcites Seligman, 2012
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The use of game elements in online learning environments is said to foster students' motivation and to achieve changes in students' learning behavior (Deterding et al., 2011;Kapp, 2012;Werbach & Hunter, 2012).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Gamification
What the sources say
- Not checked yetcites Deterding et al., 2011 source
- Not checked yetcites Kapp, 2012
- Not checked yetcites Werbach & Hunter, 2012
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“This is in contrast to previous results of Yu and Richardson (2015), who in their sample reached an internal consistency of α = .87for this subscale.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Quantitative survey
What the sources say
- Not checked yetcites Yu and Richardson (2015)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“In the study, the subscale amotivation also did not reach a sufficiently high Cronbach's alpha (α = .49),similar to the findings of Guay, Vallerand, and Blanchard (2000).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Quantitative survey
What the sources say
- Not checked yetcites Guay, Vallerand, and Blanchard (2000) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“A mixed methods approach was chosen and deemed to be suitable since the integration of both quantitative and qualitative data was expected to reveal a more comprehensive and complete picture in interpreting the problem posed (Creswell & Plano Clark, 2011).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Methodology
What the sources say
- Not checked yetcites Creswell & Plano Clark, 2011
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Besides motivation, student satisfaction is another relevant factor that allows instructors to evaluate their students' learning conditions and to gain information on how they cope with their course of studies.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Study-satisfaction
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“A recent meta-analysis concluded that more than 60% of the surveyed studies which investigated gamification in general were inconclusive and about 20% were positive.Ten per cent even showed a negative result (Dichev & Dicheva, 2017).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Gamification
What the sources say
- Not checked yetcites Dichev & Dicheva, 2017
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Given the inconclusive results of previous studies, such an approach was expected to be more appropriate in understanding how the students perceived the gamification concept.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Methodology
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“the guideline for which was prepared using a theory-based and rule-guided Notes: n = number, Min/Max = scale range of answers, M = means, SD = standard deviations, α = Cronbach's Alpha method (Gläser & Laudel, 2010).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Qualitative survey
What the sources say
- Not checked yetcites Gläser & Laudel, 2010 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Attitudes towards gaming may also give insights into the acceptance of both game elements within the non-game context.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Games
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Different results were also found in the application of the same type of game elements regarding motivation, engagement, or learning performance (Dichev & Dicheva, 2017;Nacke & Deterding, 2017).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Gamification
What the sources say
- Not checked yetcites Dichev & Dicheva, 2017
- Not checked yetcites Nacke & Deterding, 2017 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Even though there was a high disagreement for the items of online and computer games, meaning that students in this sample were generally not fond of online and computer games, high values in the dimensions of study-satisfaction in a gamified learning environment were reported.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Students' attitude towards playing online and computer games
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“These results are in line with previous researches (Hung et al., 2010;Roper, 2007;Salaberry, 2000).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Since the interest of the study was focused on content and theme, the qualitative content analysis was the applied method (Mayring, 2015).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Qualitative survey
What the sources say
- Not checked yetcites Mayring, 2015
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Students largely showed that they were motivated and satisfied within the gamified learning environment.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“These findings are in line with results of Kim and Frick (2011) or Sølvberg (2003).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This is in line with expectations, as participation in the gamification program was voluntary and there were no extrinsic rewards associated with the gamification activities.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Gamified online learning and associated types of motivation
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In this respect, the combination of the two surveys as a mixed methods approach allowed a more comprehensive classification of the results than each method individually.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Limitations and recommendations for further research
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This motivation type represents a high-quality learning and was supported with badges and progress bars.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Studysatisfaction is a relevant factor for universities as it raises the attractiveness of higher education institutions (Gremler & McCollough, 2002).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
What the sources say
- Not checked yetcites Gremler & McCollough, 2002 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Another aspect to be considered was that the gamification was a voluntary option for the students and also did not have any direct effect on their term paper.This reduced the subjective relevancy of the option for their studies and may have consequently hampered active participation.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Limitations and recommendations for further research
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, the dimensions of OLR in this study had to be reduced for the subscale of social competencies in general, since the values were not satisfactory.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Limitations and recommendations for further research
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“This is in contrast to the research of Yu and Richardson (2015) where the same tool was used for online learning students.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Limitations and recommendations for further research
What the sources say
- Not checked yetcites Yu and Richardson (2015)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“However, these needs accomplish the same effect when playing video games (Rigby & Ryan, 2011) and therefore, it might be explained that autonomously perceived motivation is associated with study satisfaction in the dimension of coping in the context of learning with badges and progress bars.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
What the sources say
- Not checked yetcites Rigby & Ryan, 2011 source
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It might be reasonable that the range was limited through the omission of one subscale, even though the used subscales reflected a more detailed insight.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Limitations and recommendations for further research
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In addition, socio-demographic factors were not considered in the present survey but could be of value in getting more reliable findings for students' specific needs for a gamified learning in distance higher education.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Limitations and recommendations for further research
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These important findings underline the fact that motivational aspects are important key requirements for meaningful online learning.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These statements reflect an important result, since they show that progress bars were neither perceived nor clearly identified as game elements within this context, but rather as a tool to organize and to structure online learning.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“These psychological needs are fulfilled in the autonomous forms of motivation (intrinsic and identified motivation) which facilitates students' self-regulated learning, performance and well-being (Niemiec & Ryan, 2009).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
What the sources say
- Not checked yetcites Niemiec & Ryan, 2009 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Hence, the surveyed students are satisfied with their academic studies and their online learning.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Their results were valid and reliable for all subscales.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Limitations and recommendations for further research
What the sources say
- Not checked yetcites Yu and Richardson (2015)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“This fact shows that the construct of regulation types worked as expected in the study and hence, only autonomous motivation or amotivation types were found to be applicable.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“For this reason, the presented research should be seen as a case study that gives insights into the context at hand only.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Limitations and recommendations for further research
plainn = 32- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“It is also a major outcome variable in assessing teaching interventions associated with student persistence (Park & Choi, 2009;Lee & Choi, 2013).”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
What the sources say
- Not checked yetcites Park & Choi, 2009
- Not checked yetcites Lee & Choi, 2013 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“An advantage could be seen in that the respondents of the qualitative survey supported the trends of the results of the quantitative survey and provided important additional information for the research interest.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Limitations and recommendations for further research
hedgedcorrelationaln = 8- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Earlier findings of Bovermann et al. (2018) indicated that incentives and rewards with game element badges can be important factors to engage and intrinsically motivate students in online learning, especially when these rewards are perceived as acknowledgement from the students' facilitators.”
From Towards a motivational design? Connecting gamification user types and online learning activities (2020) · cites this paper as Bovermann et al. (2018)
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
“Autonomous motivation could be noted in more than three-thirds of the participants.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Conclusion
“About 80% of the students who participated in the online survey were matched to autonomous motivation (intrinsic and identified motivation).”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Quantitative survey
“Negative correlations were found between both types of autonomous motivation (intrinsic and identified motivation) and the dimensions of extrinsic motivation and amotivation.”
§ Online learning readiness and attitudes towards gaming in gamified online learninga mixed methods case study > Qualitative survey
“Table 3 Correlations Intrinsic Motivation Identified Motivation Extrinsic Motivation Amotivation Intrinsic Motivation 1 .86** .33 -.67** Identified Motivation 1 .31-.47** Extrinsic Motivation 1 -.14 Amotivation 1”
Citations
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
Intrinsic Motivation and Self-Determination in Human Behavior
Deci, E. L., & Ryan, R. M. (1985) · doi:10.1007/978-1-4899-2271-7 · Cited by 26,772
Designing and Conducting Mixed Methods Research
Robinson, P. M. (2007) · Australian and New Zealand Journal of Public Health · doi:10.1111/j.1753-6405.2007.00096.x · Cited by 23,362
Intrinsic Motivation and Self-Determination in Human Behavior
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Reality is Broken Why Games Make Us Better and How They Can Change the World
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Pontes, F. D. S., Fonseca, L. C. C., & da Silva, W. D. A. (2023) · Research Society and Development · doi:10.33448/rsd-v12i2.40213
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Metadata
- Authors
- Bovermann, K., Weidlich, J., & Bastiaens, T.
- Affiliations
- FernUniversität in Hagen (DE)
- Corresponding author
- Bovermann, Klaudia
- Venue
- International Journal of Educational Technology in Higher Education
- Published
- 2018-07-17
- Volume
- 15
- Issue
- 1
- ISSN
- 2365-9440 (ISSN-L)
- OpenAlex
- W2805220797
- Cited by
- 139
- References
- 60
- Citations by year
- 2026: 1 · 2025: 14 · 2024: 23 · 2023: 35 · 2022: 28 · 2021: 16 · 2020: 19 · 2019: 2 · 2018: 1
- FWCI
- 18.68
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- International Journal of Educational Technology in Higher Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- DSpace (Open University in the Netherlands) (submittedVersion, cc-by)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Keywords
- gamification, e-learning readiness, distance education, Moodle, autonomous motivation, intrinsic motivation, identified motivation, amotivation, digital badges, progress bar, student engagement, learning satisfaction, university students
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