Motivation in Gamified Social Media Learning: A Psychological Need Perspective

被引：0

作者：

Ofosu-Ampong, Kingsley ^{[1
]}

Boateng, Richard ^{[1
]}

Kolog, Emmanuel A. ^{[1
]}

Anning-Dorson, Thomas ^{[2
]}

机构：

[1] University of Ghana Business School, Department of Operations and Management Information Systems, Legon,Accra, Ghana

[2] University of the Witwatersrand, Johannesburg, South Africa

来源：

Journal of Information Systems Education | 2021年 / 32卷 / 03期

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摘要：

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 © 2021, Journal of Information Systems Education. All Rights Reserved.

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页码：199 / 212