How Do Badges and Freedom of Choice Affect Intrinsic Motivation, Psychological Need Satisfaction and Performance of Online Learners?
Background: Gamification has demonstrated potential for enhancing motivation and academic performance in online learning contexts. Nevertheless, given the inconsistent findings in prior research, additional investigation is warranted to clarify its effects on intrinsic motivation, performance, and p...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 3; pp. 1 - 20 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194050878&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194050878 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2026 vid: 42 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 194050878 194050878 194050878 10.1002/jcal.70234 194050878 ppf: 1 ppct: 19 formats: tig: atl: How Do Badges and Freedom of Choice Affect Intrinsic Motivation, Psychological Need Satisfaction and Performance of Online Learners? aug: au: Balci, Sebiha Morris, Bradley J. affil: Department of Lifespan Development and Educational Science, Kent State University, Kent Ohio, , USA sug: subj: Gamification Freedom Students, College Psychosocial Factors Student Satisfaction Motivation Academic Performance Online Education Learning Environment Ohio Human Male Female Adolescence Adult Empirical Research Convenience Sample Random Assignment Mediation Analysis Coefficient alpha Summated Rating Scaling Analysis of Covariance Two-Way Analysis of Variance Poisson Distribution Chi Square Test Logistic Regression Data Analysis Software Descriptive Statistics Scales Professional Competence Autonomy Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Gamification has demonstrated potential for enhancing motivation and academic performance in online learning contexts. Nevertheless, given the inconsistent findings in prior research, additional investigation is warranted to clarify its effects on intrinsic motivation, performance, and psychological need satisfaction. Objectives: To address the mixed findings in prior research, this study empirically investigates the effects of two game design elements, badges and freedom of choice, on college students' psychological need satisfaction, intrinsic motivation, and performance in an online learning environment. Methods: Guided by self‐determination theory, a gamified online learning environment was developed using TalentLMS. Participants (N = 210) were randomly assigned to one of four groups: badges, freedom of choice, badges with freedom of choice, or control (no badges, no freedom of choice). Results and Conclusions: The findings indicate that while badges diminished learners' intrinsic motivation and failed to satisfy the need for competence, freedom of choice indirectly boosted intrinsic motivation by fulfilling the need for autonomy. Neither badges nor freedom of choice significantly improved learner performance. The discussion emphasizes the need for caution when integrating badges into learning contexts and explores the theoretical and practical implications of these results. Summary: What is currently known about this topic? ○Previous studies have reported mixed effects of gamification tools on online learners' motivation and performance.○Many investigations have examined these effects without grounding them in theory or a theoretical framework.○Failure to measure the individual effects of specific gamification tools limits understanding of their relative effectiveness.What does this paper add? ○It offers a framework based on the Self‐Determination Theory to explain how gamification influences motivation and performance.○By examining the individual effects of badges and freedom of choice, it was found that badges act as extrinsic rewards, which may reduce intrinsic motivation, while freedom of choice supports autonomy needs and boosts motivation.○It contributes both theoretical and practical insights to the literature on gamification and motivation.○It provides guidance for future gamification design and implementations.Implications for practice/or policy ○Online instructors and instructional designers should use badges cautiously.○Incorporating freedom of choice is an effective way to support the autonomy and motivation of online learners.○Instructional designers and instructors should recognize the limited effectiveness of badges and freedom of choice in enhancing the performance of online learners. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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