How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction

By Michael Sailer, J. Hense, S. Mayr, Heinz Mandl. Computers in Human Behavior, 2017

1,750 citations recorded by the source corpus.

The main aim of gamification, i.e. the implementation of game design elements in real-world contexts for non-gaming purposes, is to foster human motivation and performance in regard to a given activity. Previous research, although not entirely conclusive, generally supports the hypothesis underlying this aim. However, previous studies have often treated gamification as a generic construct, neglecting the fact that there are many different game design elements which can result in very diverse applications. Based on a self-determination theory framework, we present the results of a randomized controlled study that used an online simulation environment. We deliberately varied different configurations of game design elements, and analysed them in regard to their effect on the fulfilment of basic psychological needs. Our results show that badges, leaderboards, and performance graphs positively affect competence need satisfaction, as well as perceived task meaningfulness, while avatars, meaningful stories, and teammates affect experiences of social relatedness. Perceived decision freedom, however, could not be affected as intended. We interpret these findings as general support for our main hypothesis that gamification is not effective per se, but that specific game design elements have specific psychological effects. Consequences for further research, in particular the importance of treatment checks, are discussed. Motivational effects of gamification are analysed from an educational psychology perspective.Gamification is not effective per se, but different game design elements can trigger different motivational outcomes.A self-determination theory framework was used to study the effects of different configurations of game design elements.Competence and autonomy regarding task meaningfulness was affected by badges, leaderboards, and performance graphs.Social relatedness was positively influenced by avatars, a meaningful story, and teammates.

Subfields: Applied Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/01efa4c122f80f80a3a69ffa10f050e84925beee

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Citations in the corpus

Tailored gamification in education: A literature review and future agenda (2022, background): “Next, tied in the second position with 9.5 points, we find the studies 2015and 2017 (Monterrat et al., 2015; Sailer et al., 2017), also published in journals.”
Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement (2018, background): “(e) Teammates refer to other real participants or virtual characters (Sailer et al., 2017).”
Gamification of health professions education: a systematic review (2020, background): “…et al. 2013; Robson et al. 2015; Simões et al. 2013; Warmelink et al. 2018; Zuk 2012), a commonly applied definition is that of Deterding et al. (De-Marcos et al. 2014; Deterding et al. 2011; Dicheva et al. 2015; Lister et al. 2014; Mekler et al. 2017; Sailer et al. 2017; Seaborn and Fels 2015).”
Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education (2021, background): “This phenomenon can be explained by a greater motivation towards the subject [50], by an increase in classroom flow [51], or by a change in teaching methodologies, leaving behind the more traditional one-way transmissive teacher–student teaching for a more active teaching, where students learn throu”