Maybe we’ve got it wrong. An experimental evaluation of self-determination and Flow Theory in gamification

Abstract

Research has repeatedly demonstrated that educational gamification can improve academic outcomes. However, a well-defined theoretical explanation for gamification’s positive effects has yet to be validated. Two theories are frequently cited as potential theoretical explanations for gamification: Self-determination Theory (SDT) and Flow Theory. In this study, we compare students’ academic outcomes with measures of SDT and Flow Theory in both gamified and non-gamified versions of a course. Results showed a statistically significant effect for the gamified group on four academic measures: withdrawals, failures, dropouts, and performance. Given gamification’s significant improvements in academic outcomes, we expected to find a similarly significant difference in SDT and Flow Theory measures. However, there were no significant differences on 18 of 19 subscales assessed. These results suggest that contrary to common suggestions made in gamification literature, SDT and Flow Theory are insufficient explanations for gamification’s effectiveness. This finding, if confirmed in other studies, will have significant impact on how gamification is studied and implemented in the future. We suggest other possible theoretical explanations for gamification and how they might be validated.

Keywords:

• Motivation
• engagement
• gamification
• education

Notes on contributors

Dr. Jared R. Chapman is an Associate Proffessor in the Woodbury School of Business at Utah Valley University. He holds a PhD in Applied Social Psychology, a MSc in Instructional Technology, and an MBA. His research focuses on technology supported educational engagement.

Tanner B. Kohler is a graduat student in the Brigham Young University Instructional Psychology and Technology program. His research focuses on how user experience affects how people learn and behave.

Dr. Peter J. Rich is an Associate Professor in the Instructional Psychology and Technology department at Brigham Young University. He holds a PhD in Instructional Technology. His current research focuses on games in learning and understanding and promoting computational thinking in K-8 education.

Dr. Angela Trego is a consultant with wide experience in Engineering and academia. Her experise includes women in STEM, leadership education, and leadership softskills.

Disclosure statement

No potential conflict of interest was reported by the author(s).