The DOI matches its Crossref record; 29 of the 30 references it cites were found in a registry or an index.
Increasing Student Intrinsic Motivation And Self-Efficacy Through Gamification Pedagogy
Abstract
The aim of this study was to assess gamification as a method of experiential learning theory (ELT) on student motivation and self-efficacy to perform System Engineering/Information Assurance (IA) tasks. The study was a basic qualitative method, whereby data was collected via semi-structured interview and then analyzed for recurring themes and patterns. The students involved in the study were undergraduate students enrolled in system administration and security courses. We introduced ELT in early stages of curriculum in place of commonly used didactic methods of delivering theory. We compared the themes found in increased ELT classes with past didactic sections of the same courses. Data analysis revealed that increasing ELT in IA coursework at all levels of the curriculum increased both student intrinsic motivation and self-efficacy. This paper outlines gamification pedagogy used in 200 and 300 level postsecondary courses of system administration. Gathered results indicated high intrinsic motivation and self-efficacy from the students 96 interviewed. The paper will also present examples of gamification ELT lessons at each level of undergraduate study.
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“Gamification can support these through goal setting, feedback, and collaborative tasks that enable vicarious learning (Banfield & Wilkerson, 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 Banfield & Wilkerson, 2014
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Metadata
- Authors
- Banfield, J., & Wilkerson, B.
- Affiliations
- Eastern Michigan University (US)
- Venue
- Contemporary Issues in Education Research (CIER)
- Publisher
- Clute Institute
- Published
- 2014-09-16
- Volume
- 7
- Issue
- 4
- Pages
- 291-298
- ISSN
- 1940-5847 (ISSN-L)
- 1941-756X
- OpenAlex
- W2124096951
- Cited by
- 258
- References
- 30
- Citations by year
- 2026: 6 · 2025: 26 · 2024: 32 · 2023: 28 · 2022: 29 · 2021: 29 · 2020: 29 · 2019: 24 · 2018: 24 · 2017: 20 · 2016: 7 · 2015: 4
- FWCI
- 24.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Contemporary Issues in Education Research (CIER) (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- gamification, experiential learning theory, intrinsic motivation, self-efficacy, information assurance, undergraduate students, curriculum development
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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