Share Paper: Examining Students’ Needs Satisfaction in a Gamified Math Practice

  1. Fei Gao, Bowling Green State University, United States
  2. Kim Rogers, Bowling Green State University, United States
  3. Lan Li, Bowling Green State University, United States
  4. Ann Darke, Bowling Green State University, United States
Thursday, March 16 2:05-2:25 PM Bourbon

Abstract: Though many studies suggest the positive effects of gamification on participants’ learning and motivation, limited research has examined the basic psychological needs satisfaction in gamified learning. Based on self-determination theory (SDT), this study examined students’ actual competence, perceived competence, perceived autonomy, and perceived relatedness in a gamified math practice. The results showed that students had varied degree of needs satisfaction in perceived competence, perceived autonomy, and perceived relatedness. The implications and significance of the study provide practical teaching implementation suggestions and research insights for gamification research.