Level Up Intrinsic Motivation Using Gamification and Game-Based Learning
The purpose of this literature review is to compare and contrast gamification and game-based learning (GBL) and examine the benefits of using these strategies to encourage intrinsic motivation. The purpose of this literature review is to compare and contrast gamification and game-based learning (GBL) and examine the benefits of using these strategies to encourage intrinsic motivation.
gamification, game-based learning, GBL, intrinsic motivation
Barab, S. A., Sadler, T. D., Heiselt, C., Hickey, D., & Zuiker, S. (2007). Relating narrative, inquiry, and inscriptions: Supporting consequential play. Journal of Science Education and Technology, 16(1), 59-82.
Barab, S. A., Squire, K. D., & Dueber, W. (2000). A co-evolutionary model for supporting the emergence of authenticity. Educational Technology, Research and Development, 48(2), 37-62.
Author. (2015). Using gamification with middle school science students. In L. Schrum & B.B. Levin (Eds.), Leading 21st – century schools: Harnessing technology for engagement and achievement, second edition. Thousand Oaks: Corwin.
Cameron, J., Banko, K. M., & Pierce, W. D. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. The Behavior Analyst, 24(1) 1-44.
Cheng, Y., Kuo, S., Lou, S., & Shih, R. (2012). The construction of an online competitive game-based learning system for junior high school students. TOJET: The Turkish Online Journal of Educational Technology, 11(2), 214-227.
Cheong, C., Cheong, F., & Fillippou, J. (2013). Using design science research to incorporate gamification into learning activities. PACIS 2013 Proceedings. Paper 156. http://aisel.aisnet.org/pacis2013/156.
Deci, E. L. (1971). Effects of Externally Mediated Rewards on Intrinsic Motivation. Journal of Personality and Social Psychology, 18(1), 105-115.
Echeverri, J. F. & Sadler, T.D. (2011). Gaming as a platform for the development of innovative problem-based learning opportunities. Science Educator, 20(1), 40-48.
Frossard, F., Barajas, M., & Trifonova, A. (2012). A learner-centred game-design approach: Impact on teachers’ creativity. Digital Education Review, 21, 13-22.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Gordonsville, VA, USA: Palgrave Macmillan. Retrieved November 23, 2014 from http://www.ebrary.com
Moon, M., Jahng, S., & Kim, Y. (2011). A computer-assisted learning model based on the digital game exponential reward system. TOJET: The Turkish Online Journal of Educational Technology, 10(1), 1-14.
Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Simoes, J., Redondo, R., & Vilas, A. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353. doi: 10.1016/j.chb.2012.06.007
Steinberg, M. & McCray, E. (2012). Listening to their voices: middle schoolers’ perspectives on life in middle school. The Qualitative Report, 17, 1-14.
Yien, J., Hung, C., Hwang, G., & Lin, Y. (2011). A game-based learning approach to improving students’ learning achievements in a nutrition course. TOJET: The Turkish Online Journal of Educational Technology, 10(2), 1-10.
Millennials: Confident.Connected. Open to change. (2010, February 24). Pew Research Social and Demographic Trends. Retrieved on November 25, 2014 from http://www.pewsocialtrends.org/2010/02/24/millennials-confident-connected-open-to-change/
Generation M2: Media in the lives of 8 to 18-year-olds. A Kaiser Family Foundation Study (2010, January 20). The Henry J. Kaiser Family Foundation. Retrieved on November 25, 2014 from http://kff.org/other/report/generation-m2-media-in-the-lives-of-8-to-18-year- olds/