Gamification improves extrinsic but not intrinsic motivation to learning in undergraduate students: a counterbalanced study

Abstract

Motivation to learn might be intrinsic or extrinsic, and both are related to academic performance in undergraduate students. Gamification practices can improve academic performance but studies on its effects on motivation are mixed. In this study, we assess the effects of gamification on motivation in undergraduate students. 120 first-year undergraduate psychology students registered in an introductory class participated in 6 quiz games about the basic scientific foundations of Psychology. We designed a counterbalanced study with two groups and three assessment points. Instruments comprised a demographical questionnaire and the CEAP-48 scale to measure extrinsic and intrinsic motivation to learning. A mixed ANOVA was performed to test the main hypothesis. Group 1 improved their scores in extrinsic motivation after gamification (t = -4.46, p < .001, d = -0.58) and were superior to Group 2 at second assessment point (t = 3.02, p = .034, d = 0.55). Group 2 also increased their scores in extrinsic motivation at third assessment point after gamification (t = -7.68, p < .001, d = -0.66) and were equivalent to Group 1 (t = -0.46, p = .997, d = -0.08). Gamification increases motivation oriented to reward and avoidance of low academic performance, instead of intrinsic motivation in undergraduate students.