Better Together? – A Case Study Comparison of Individualistic vs. Collectivistic Gamification Design

ID: 54730 Type: Full Paper: Research
  1. Klaudia Bovermann and Sebastian Habla, FernUniversität in Hagen, Germany
  2. Joshua Weidlich, Heidelberg University of Education, Germany
  3. Theo Bastiaens, Open Universiteit, Heerlen, Netherlands

Tuesday, June 25 2:15-2:45 PM Location: Oud West View on map

Presider: Marko Teräs, Tampere University of Applied Sciences, Finland

Abstract: The following study compared the influence of two different gamified learning environments on intrinsic motivation, relatedness, effort, and perceived value of a bachelor’s degree program in educational science in distance online learning. In the individualist gamified learning environment, students were awarded with badges as individual acknowledgements and social status. In the collectivist gamified setting, students were assigned to teams to work collaboratively in a team-based competition and were scored with credit points for their results. A total of 101 learners participated in this cross-sectional and quasi-experimental design. Data was collected with an online questionnaire derived from self-determination theory (Deci & Ryan, 1985, 1993) that included items for intrinsic motivation, relatedness, effort, and value. Results showed that there was a significant difference between the two gamified groups for the items of intrinsic motivation and revealed that the collectivist condition with team-based competition was perceived as more interesting and enjoyable than the individualist design. Surprisingly, there was no statistical difference between both groups regarding the items of relatedness, effort, and value.

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