Abstract
Gamification can be defined as the use of game
design principles and mechanics in non-game contexts in
order to make those contexts more inviting, encourage
users to engage in desired behaviour, and optimize the
overall experience and results [1]. Gamification has
become a popular tool in several applications, including
learning, since it provides a natural and attractive
human experience. But learning is a complex and
personalized process [2]. To succeed learning
personalization, gamification should follow a player/user
centred design. Moreover, gamification should identify
the appropriate motivators of the target audience. To
this result, the Self-determination Theory (SDT) is
employed. SDT is concerned with the psychological needs
behind motivation and the social conditions that foster
these processes [3]. SDT identifies two distinct types of
motivation: intrinsic and extrinsic. Intrinsic motivators
include the following: acceptance, curiosity, autonomy,
competence, skill development, order, social contact.
Extrinsic motivators include the following: badges,
points, positive feedback, status, grades, fame. In this
context, PYTHAGORAS project aims (among others) at
exploring gamification impact for online and hybrid
mathematics education.
design principles and mechanics in non-game contexts in
order to make those contexts more inviting, encourage
users to engage in desired behaviour, and optimize the
overall experience and results [1]. Gamification has
become a popular tool in several applications, including
learning, since it provides a natural and attractive
human experience. But learning is a complex and
personalized process [2]. To succeed learning
personalization, gamification should follow a player/user
centred design. Moreover, gamification should identify
the appropriate motivators of the target audience. To
this result, the Self-determination Theory (SDT) is
employed. SDT is concerned with the psychological needs
behind motivation and the social conditions that foster
these processes [3]. SDT identifies two distinct types of
motivation: intrinsic and extrinsic. Intrinsic motivators
include the following: acceptance, curiosity, autonomy,
competence, skill development, order, social contact.
Extrinsic motivators include the following: badges,
points, positive feedback, status, grades, fame. In this
context, PYTHAGORAS project aims (among others) at
exploring gamification impact for online and hybrid
mathematics education.
| Original language | English |
|---|---|
| Title of host publication | Book of Abstracts of the First International Conference on Building Bridges in STEAM Education in the 21st Century |
| Number of pages | 1 |
| Place of Publication | Porto, Portugal |
| Publisher | Instituto Politécnico do Porto |
| Publication date | 30 May 2022 |
| Pages | 80-80 |
| ISBN (Print) | 978-989-97851-9-9 |
| ISBN (Electronic) | 978-989-97851-9-9 |
| DOIs | |
| Publication status | Published - 30 May 2022 |
| Event | First International Conference Building Bridges in STEAM Education in the 21st Century - Porto, Portugal Duration: 30 May 2022 → 31 May 2022 Conference number: 1 https://bbc-iconference.com/ |
Conference
| Conference | First International Conference Building Bridges in STEAM Education in the 21st Century |
|---|---|
| Number | 1 |
| Country/Territory | Portugal |
| City | Porto |
| Period | 30/05/2022 → 31/05/2022 |
| Internet address |
Keywords
- STEAM education