Estimating Engagement in Gamified Activities

Abstract

The premise behind gamified learning systems is that they improve students’ motivation. However, there is still a scarcity of studies on examining motivational sources that may drive targeted motivation and engagement in gamified learning activities. Improving our understanding of this aspect requires a multi-faceted approach that allows both identifying relevant motivators and assessing their significance. We address this gap by employing three well-recognized theoretical frameworks: Self-determination theory, Expectancy Value theory and Big 5 Personality theory in experimental research aimed to shed new light on the driving forces behind students’ engagement in gamified activities. Accordingly, in this paper we present the results of an empirical study aimed at obtaining evidence on the potential of utilizing these frameworks for predicting learners’ engagement in certain categories of gamified learning activities. A specific objective is to determine which of the three scales yields the highest predictive outcomes with regard to students’ engagement in gamified practicing. The initial results of the study demonstrate empirically that the EVC scale yields the best predictive ability compared to other scales. It also shows the value of using multiple scales for identifying significant sources influencing the engagement in gamified activities.