Name
Abstract | ||
|---|---|---|
Research on gamified educational platforms has chiefly focused on game elements motivating continued engagement, neglecting whether and why people choose to use them in the first place. Grounded in Uses & Gratifications Theory, this study therefore combined use diaries with follow-up interviews to explore the situated reasons for use of 83 students who voluntarily used a gamified online learning platform. Partial data analysis suggested a motivational threshold of gamification: game design elements don»t motivate the initiation of new use sessions per se, but are able to prolong an already started session. Some other pre-existing sought uses and gratifications are required for gamification to work, although gamification may indirectly support these. Main reasons for initiating use of a gamified learning platform were learning, curiosity, fun, need for closure, and competence.
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Year | Venue | Field |
|---|---|---|
2018 | CHI Extended Abstracts | Situated,Online learning,Closure (psychology),Virtual learning environment,Curiosity,Computer science,Game design,Human–computer interaction,Multimedia |
DocType | ISBN | Citations |
Conference | 978-1-4503-5621-3 | 0 |
PageRank | References | Authors |
0.34 | 4 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Rob Van Roy | 1 | 29 | 3.23 |
| Sebastian Deterding | 2 | 1406 | 99.86 |
| Bieke Zaman | 3 | 224 | 27.31 |